Computing

our future
Computer programming and coding
Priorities, school curricula and initiatives
across Europe

Update

2015

Publisher:
European Schoolnet
(EUN Partnership AIBSL)
Rue de Treves 61
1040 Brussels
Belgium

Table of content
Preface.

Executive Summary.

4
6

Contributors:
Anja Balanskat, Katja Engelhardt
Published:
October 2015
This work is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported License
(http://creativecommons.org/licenses/by-sa/3.0/)

1. Introduction.

17

2. Terminology.

21

3. Integrating coding skills in the curriculum .

23

4. Skill priorities .

27

016
20152

35

6. Curriculum location and integration .

43

7. Assessment of coding skills.

9. Teacher training and initiatives.

FOR JOBS

5. Level of curriculum integration (current and future) .

8. Evaluations of coding initiatives.

This publication has been funded with support from the Executive Agency for
Small and Mediumsized Enterprises (EASME). Neither the European Commission,
the EASME or other European institutions nor any person acting on their behalf is
responsible for the use which might be made of the information contained herein
or for any errors, which, despite careful preparation and checking, may appear.
The views in this publication are those of the author and do not necessarily reflect
the official position of the EASME, the European Commission or other European
institutions.

56

57

59

10. Collaboration with key stakeholders in the field .

71

11. Annex I: Terms used for coding at national level .

76

12. Annex II: Digital Competence plans.

78

13. Annex III: Curriculum integration .

79

14. Annex IV: Links to initiatives supporting teaching and learning coding . 80
15. Annex V: Country codes .

84

16. Acknowledgements .

85

Preface

Marc Durando, Executive Director of European Schoolnet

Digital competences and skills are one of the

main conditions for the success of the digital
transformation in Europe, its growth, and the
wellbeing of citizens and society as stated in
the Digital Single Market Strategy launched by
Vice President Andrus Ansip on 6 May 2015.
The challenge for the Education sector is to upskill the future workforce,
but more importantly to empower young people with the competences to
master and create their own digital technologies, and thrive in the society
of today. We believe that teaching and learning how to code, in formal and
non-formal education settings, will play a significant role in this process. In
May 2014, DG CONNECT invited European Schoolnet to take the lead of
an industry driven coalition and set up a neutral platform for the promotion
of teaching and learning programming and coding. The result of this call to
action was the founding of a European Coding Initiative.

on the basis of data gathered during summer 2015. It contains information

from 21 European countries, 16 of which have already integrated coding in
the curriculum as well as links to initiatives, pilots and best practices per
country.
In parallel to the advocacy action, teachers have also been supported directly in teaching programming and coding through the provision of open
online courses via the European Schoolnet Academy and the collection and
curation of teaching materials, tools and lessons plans.
A year on, the funding members of the programme Facebook, Liberty
Global, Microsoft, SAP, and Samsung, coordinated by European Schoolnet
are intensifying their effort and commitment in support of the Initiative.
How is coding currently integrated into curricula, and how can we further
advocate for coding as a key skill for a thriving and ever-innovative digital
society and economy? These questions have set the scene for the development of this new report and to the renewal of our commitment to the
promotion of coding teaching and learning.

In October 2014, the former Vice President of the European Commission

Neelie Kroes officially launched the Initiative and the all you need is {C<3DE}
website for students, teachers and adults who want to try out coding for the
first time, and to discover what opportunities it can open up for them.
The Coding Initiative contributed to supporting the political momentum for
a stronger integration of coding in K12 education. In 2014 European Schoolnet launched a survey with its member Ministries of Education to get a more
consistent picture of how and where coding was already in national, regional or school curricula. The 2014 report has now been reviewed and updated

Executive Summary

COMPUTER PROGR AMMING

Many educators, as well as parents,

economists and politicians in Europe and
worldwide are starting to think that students
need some computing and coding skills.

Computer programming is the process of developing and implementing various sets of instructions to enable a computer to
perform a certain task, solve problems, and provide human interactivity. These instructions (source codes which are written in a
programming language) are considered computer programs and
help the computer to operate smoothly.

One rationale is the shortage of ICT-skilled employees: By 2020, Europe

may experience a shortage of more than 800,000 professionals skilled in
computing/informatics. Another important rationale is that coding skills
help to understand todays digitalised society and foster 21st century skills
like problem solving, creativity and logical thinking.

In this report the terms computer programming and coding are

used interchangeably, and are in general referred to as coding.
They refer to activities that enable children not only to know how
to use specific programmes but to learn how to programme computers, tablets, or other electronic devices.

In October 2014, European Schoolnet published its first major report providing an overview of a wide range of coding initiatives across Europe, in
both formal and informal learning environments. In the last year, coding in
schools continued to be a worldwide trend and major European countries
like France and Spain have just introduced it in their curricula this year. This
report represents an updated overview of the formal integration of coding in
school curricula across Europe, illustrated with examples of curricula integration by country. The report also looks at training provisions for teachers
and highlights a broad spectrum of formal and informal coding initiatives
offered to students. The findings are based on a survey with 21 Ministries of
Education (from 20 European countries and Israel), which gave an overview
of their current initiatives and plans.

Computational thinking is typically associated with coding and

computer programming, but is more than that, involving solving
problems, designing systems, and understanding human behaviour, according to the Carnegie Mellon University.

PARTICIPATING COUNTRIES

21 Ministries of Education, or organisations nominated to act on

their behalf, contributed to this overview of current initiatives and
plans: Austria (AT), Belgium Flanders (BE (NL)), Belgium Wallonia (BE (FR)), Bulgaria (BG), Czech Republic (CZ), Denmark (DK),
Estonia (EE), Finland (FI), France (FR), Hungary (HU), Ireland (IE),
Israel (IL), Lithuania (LT), Malta (MT), the Netherlands (NL), Norway (NO), Poland (PL), Portugal (PT), Slovakia (SK), Spain (ES)
and the United Kingdom (UK (England)).

Key Data from the study

Coding skills in relation to other ICT skills?
Digital Competence is still a key priority
The survey sought to investigate the importance of coding in relation to
other ICT skills priorities, such as digital competence, ICT user skills or as a
skill to develop key competences and as a tool for learning.
M
 ost of the countries have usually adopted several priorities, in the
range of 2 to 5, for developing ICT competences. Developing students
digital competence was put forward as a priority by almost all countries
(19 countries). Using ICT as a tool for learning was one of the main priorities for the majority of countries (16 countries).
D
 eveloping ICT user skills and using ICT for developing key competences also play a prominent role (13 countries/14 countries).
C
 oding is mentioned as a main priority only by ten countries. Whilst this
is relatively low, it illustrates the approach taken by countries: Integrating
coding in the curriculum is given greater importance and a higher priority
by some countries in addition to the other ICT skills priorities; it is not a
single and separate focus of the curriculum. Obviously, the teaching of
coding skills implies the development of digital literacy and the competent use of ICT.
C
 ountries such as Belgium Flanders, the Czech Republic, Ireland, Malta
and Poland mention, in addition to the competences stated above, computational thinking as a key competence to be acquired when integrating
coding in the curriculum.

Which countries do actually integrate formally

coding in the curriculum?
A higher profile for coding in the curriculum
1
 6 countries integrate coding in the curriculum at national, regional or
local level: Austria, Bulgaria, the Czech Republic, Denmark, Estonia,
France, Hungary, Ireland, Israel, Lithuania, Malta, Spain, Poland, Portugal, Slovakia and the UK (England).
F
 inland and Belgium Flanders have plans to integrate it in the curriculum.
Finland has defined coding in the core curricula for 2016.
B
 elgium Wallonia, the Netherlands and Norway have not integrated coding yet and currently have no plans to do so.
P
 rogress in the integration of coding in the curriculum between 2014 and
2015 has been made especially by France and Spain*, which have now
integrated coding in the curriculum for the first time. Countries which
had already integrated coding in the curriculum to some extent for a
longer time, like the Czech Republic, Lithuania, Malta and Poland, have
now developed more concrete plans for further curriculum integration.

Why integrate coding in the curriculum?

Countries aim to enhance 21st century skills when integrating coding
T
 he majority of countries aim to develop students logical thinking skills
(15 countries) and problem-solving skills (14 countries), thus addressing
21st century skills. More than half of the countries, namely 11, focus on
the development of key competences and/or coding skills. Attracting
more students to studying computer sciences is also a rationale for 11
countries. The aim to foster employability in the sector is key for only
eight countries.
* In Spain, the implementation of coding/programming measures and actions in Education
depends both on the National and the Regional Educational Administrations, thus not every
measure affects the whole country.

At which levels?
Coding is mainly integrated at secondary level, but also
increasingly in primary education
C
 oding is integrated or will be integrated by more than half of the countries (13) at upper secondary school level in general education. Eight of
these countries also integrate or plan to integrate it at upper secondary
level in vocational education.
M
 ore countries than in 2014, namely ten integrate (Estonia, France, Israel, Spain, Slovakia, UK (England)) or will integrate (Belgium Flanders,
Finland, Poland, Portugal) coding at primary level.
E
 stonia, Israel and Slovakia integrate coding at all levels of school education.
In Poland, a new informatics (computing/computer science) curriculum
(to be adopted in 2016) will replace existing computer activities and informatics subjects with learning rigorous computer science, including
programming at all school levels K-12.

Compulsory or optional?
In one third of the countries coding is already compulsory, but at different levels of education
I n seven countries (Bulgaria, Czech Republic, Denmark, Portugal, Slovakia, Spain, UK (England)) it is compulsory for specific levels of education
and mainly integrated as part of a computer course. In Denmark to know
about simple programming is a compulsory part of the Physics, Chemistry and Maths curriculum.
In the UK (England) and Slovakia coding is a compulsory subject in primary education.

10

M
 alta and Poland are planning to make coding compulsory for all students, as computational thinking is a fundamental skill for everyone, not
just computer scientists.
In Slovakia, coding is integrated at all levels of school education as
a compulsory element. Hence, all students learn it during their entire
school education.

A separate subject, as part of the ICT course or

cross-curricular integration?
Coding as part of computer science and informatics is
already a separate subject in 12 of the countries
1
 2 countries have already established a specific coding/computing subject in the curriculum, but also at regional or school level only.
M
 oreover, 13 countries integrate coding in a general ICT/technology
course, 7 of them depending on regional or school curricula.
Increasingly coding or computing is also integrated in other subjects,
mostly mathematics, in a cross-curricular approach, e.g. in Denmark,
Estonia, Finland, Slovakia, Spain and France. Finland will be the first
country to introduce coding in a purely cross-curricular approach.

Is coding assessed and how?

Assessment of coding skills is mostly part of students
general assessment:
M
 ost countries (Austria, Bulgaria, Denmark, France, Hungary, Ireland, Israel, Lithuania, Malta, Poland, Portugal, Slovakia and Spain) assess coding competences as part of the general assessment of students (during
ICT-related exams or project work). If it is integrated as a cross-curricu-

11

lar approach, coding is assessed as part of the subject skills (Portugal,

France or Finland in the future).

In the UK (England), students at key stage four (14-16) and beyond may
choose to pursue formal qualifications that will be assessed, for example the new computer science GCSE.

Evaluation of coding initiatives is still rare among countries

 nly in the Czech Republic, Denmark, Hungary, Israel, Malta and Spain,
O
evaluations of coding initiatives/pilots are already carried out, but results
of the evaluations are not yet widely shared, and small-scale.

In Malta, a strategy group gave recommendations on the further curriculum integration in 2014, based on an evaluation by the group of the
current situation.

Interesting research projects are carried out in Spain where the region
of Navarra collaborates with university researchers to measure to what
extent students are prepared to learn coding at early ages and its impact
on the learning of other subjects.

What type of teacher training is provided?

There is a variety of support for teachers (formal and informal) provided by universities and other stakeholders

 3 of the countries which integrate coding in the curriculum already offer

1
in-service and/or pre-service training to support teachers in teaching
computer coding at various levels (Austria, Bulgaria, France, Estonia,
Hungary, Ireland, Israel, Malta, Poland, Portugal, Slovakia, Spain, UK
(England)). This training is offered mainly by universities, but also companies and non-profit organisations.
In most countries, a variety of bottom-up initiatives exists to support
teachers and students, e.g. summer schools and programming courses,
competitions and coding clubs.

Working with key stakeholders is the common scenario

12

 3 countries (Austria, Belgium Flanders, Bulgaria, France, Estonia, Isra1

el, Ireland, Lithuania, Poland, Portugal, Slovakia, Spain, UK (England))
report on their collaboration with a variety of key stakeholders in the
field through mechanisms such as industry partnerships, sector organisations, teacher and subject associations, computer society clubs, IT/
media literacy foundations, and through activities to raise awareness
(e.g. campaigns, competitions and media coverage). Finland plans to
collaborate with key stakeholders.

Are countries piloting the integration of coding?

 nly a few countries (Austria, Estonia, Finland, Israel, Poland and PortuO
gal) run school pilots in this area.

In the Netherlands, an initiative is organised where interested schools

will create their own coding curriculum; the results will be shared with
all schools.

Conclusions:
This is a report on a large amount of complex data which has to be set
against extremely varied national and regional education contexts. There
are nevertheless some big picture conclusions to be drawn.
Coding continues to play a prominent role in the education agenda. The
rationale for integrating coding in school curricula is twofold: to equip all
students with skills that are increasingly perceived as important in todays
digital society, such as problem-solving and logical thinking skills, and, but
to a slightly lesser extent, to respond to the lack of IT-skilled labour force
in Europe.

13

In order to encourage more students to pursue IT careers, particularly interested or talented students need to be provided with opportunities to excel.
Competitions that are offered in several European countries are one way of
rewarding excellence in that area. Likewise, and in parallel to offers to interested or gifted students, students with a general interest should also be
attracted by providing more general courses. Moreover, the goal should be
to make more students, especially girls, curious about coding, and to build
their confidence to pursue scientific careers. More needs to be known about
the decisive factors for young people to opt for scientific careers in this
area. The role of formal qualifications or certifications that can be obtained
during school, e.g. the offer of specific computer science school-leaving
exams, might play a role for students to continue with higher studies.
The focus of the report is on steps taken by countries to integrate coding
in formal school curricula, on ways of providing training to teachers and on
highlighting interesting initiatives in the area beyond formal education. However, as the integration of coding in school curricula will remain high on the
education agenda beyond the short term, other questions beyond formal
curricula requirements need to be addressed soon, including more concrete
insights into the actual integration and real uptake of coding in schools as
well as the educational practices related to it.
Important pedagogical questions to tackle are:

 ow to design effectively the learning processes and outcomes involvH

ing coding? Which concrete activities (and programming languages) are
most appropriate for different students, according to their age, interests
and capacities;

 hat are the particular merits (and limits) of adopting a cross-curricular

W
approach to teaching coding or a discrete computer science subject?

 ow to refine assessment, in particular where coding is integrated in a

H
cross-curricular approach in other subjects.

Some interesting developments are already taking place in this regard. For
instance, the concept of computational thinking has recently gained importance when integrating coding into the curriculum. It describes a take

14

on computer science education that puts computer science techniques

in the forefront to enhance 21st century skills like problem-solving and
logical thinking skills that matter even beyond the digital world. This new
focus also suggests a conscious shift in some countries away from a
focus on students ICT user skills in traditional ICT subjects, towards an
approach as part of computer science subjects that focuses on teaching
underlying computer and design principles and puts students in a role
where they create their own programs. However, developing students
digital competence more generally, ICT user skills and ICT as tool for
learning continue to be priorities for many countries. In this light, it will be
interesting to investigate whether the new approach taken for example by
Poland and the Czech Republic is also suited to fostering students digital
skills more widely. In other words: are students who better understand
how computers work also more competent users?
The picture as regards supporting teachers in teaching coding is diverse:
official training as part of initial or in-service training exists but to various extents and is often coupled with offers from industry but is this sufficient?
In some countries, such as Israel, to teach computer science teachers must
have a degree in teaching computer science education. In most countries,
not all the primary teachers who now have to integrate computing in their
teaching have a computing background. There is not much evidence as to
how far teachers really manage to integrate coding effectively in their teaching and the problems they face.
Based on the findings above, it will be important to support teachers in
the implementation of the new curriculum requirements and in providing
students with the best approaches to learning how to code, to consider
new assessment approaches and to develop more awareness activities on
the importance of coding in all schools in Europe, as well as promoting
and scaling up any other initiative aiming at supporting coding activities in
schools. The European Commission itself might review the support given
to this important area by considering and/or strengthening actions such as:

 romoting and scaling up initiatives from industry and NGOs and any
P
other stakeholder active in teaching coding and supporting coding activities;

15

 upporting teachers and students in coding activities, as part of both

S
formal and informal education;

 ffering a dialogue platform with policy makers in coding and developO

ing a major awareness programme on coding;

Supporting the gathering of evidence in this area by monitoring and analysing research studies and evaluations in the field.

Finally, a European exchange should be encouraged between countries that

already integrate coding and those that still intend to do so. Discussions
should not only address the question why coding is a useful skill but also
provide answers to more specific questions like: which basic, possibly wider,
computational skills does every student need to be prepared for tomorrows
digital world? How do we make coding exciting for students, in particular
girls? How can gifted students be supported who might want to pursue a
career in computational sciences? How are synergies created between the
integration of coding in the curricula and extra-curricular, voluntary activities? What are the successful models of providing teacher training?

1. Introduction
2014 was a year of momentum for coding in
schools. England was one of the first countries
to mandate computer programming in its
primary and secondary education in state
maintained schools from September onwards.
The European Commission launched the
CodeWeek with events all around Europe.
The topic received a lot of media attention.
One year later, coding in schools continues to be an increasing world trend.
In February this year, US President Obama stated that everybody should
learn how to code early. This message is echoed by US-led initiatives such
as Code.org and the Hour of Code. In Australia, discussions took place on
the possibility of making coding a mandatory part of the national curriculum
this summer.
Coding in schools also continues to be a trend in Europe. France and Spain
have just introduced coding in the curricula this school year, other countries
like Finland are to follow. Poland has published a new computer science
curriculum with a stronger focus on rigorous computer science including
programming in July 2015 that will be formally included in the curriculum in
2016. One of the goals of the Polish curriculum is to motivate students to
go beyond the screen and investigate how computers work and how software is designed so they can create their own solutions. Computer science
lessons should prepare students for further study instead of leaving them
satisfied with the knowledge and skills they have already learned.
The European Commission highlights coding as part of digital skills and one
of the competences to foster employability in its draft of a joint report by the

16

17

Commission and Member States published in September 2015*. Relevant

and high-skill quality skills and competences are one of the six new priorities the report proposes in the field of training and education up to 2020.

1) Participation:

Important considerations that define the actual learning to take place are:
AUSTRIA
, B E L Gstudent
IUM FLAND
E R S , Bto
ELG
I U M WAIs
LLO
N I A ,focus
B U L G Aon
RIA, CZECH
Why teach
coding? Should
every
learn
code?
the
21 countries
R E P U B L I C , D E N M A R K , E S T O N I A , F I N L A N D , F R A N C E , H U N G A RY, I R E L A N D ,
participated
teaching
concrete programming
concepts
such
as comI S R A E L , L I T Hskills
U A N I A ,or
M Aon
LTA wider
, THE NE
THERLANDS
, N O RWAY,
POLAND,
in the survey
P O RT U G A L , S L O VA K I A , S PA I N , T H E U N I T E D K I N G D O M ( E N G L A N D )
putational thinking? Approaches
on how to introduce coding differ across
Europe,
as the report reveals.
C R O AT I A , G E R M A N Y, I C E L A N D , L AT V I A , R O M A N I A , S L O V E N I A , S W E D E N ,
No information
SWITZERLAND, UK (SCOTLAND)

European Schoolnet re-launched the 2014 survey on coding with its MinisCountries, which
triesonly
of participated
Educationinin June
toE Eget
updated
on the topic covC Y P R2015
US, GR
C E , an
I TA LY,
L U X E M Bpicture
OURG
report
ering the
the2014
developments
in countries and to receive information from more
countries. The report focuses on the following main questions:

What is the Ministry of Educations current thinking about this topic?

Which terms are used in the national, regional or local curricula? Which
are the current priorities in ICT competence development including programming and coding?

Is computer programming or coding already part of the school curriculum and how is it integrated? What activities are required and what
competences are developed? How are these assessed?

A re there any plans to integrate computer programming and coding in

school curricula in the future?

 hat current or planned training provision is there to support teachers

W
No plans to
who teach computing
and coding?
integrate

21 countries
participated
in the survey

integrate
it
 re therePlans
A
any to
school
pilots
or computer coding initiatives and what are
in the curriculum
the main actors involved?

No information

Integrated

Additionally, the
2015
report included the following new questions:
in the
curriculum

Does your country have a digital skills/competences strategy for education?

A re there evaluations of coding initiatives/pilots in your country?

Are there any examples of good practice of coding initiatives in your country?

1) Participation:

Countries, which
only participated in
the 2014 report

AUSTRIA, BELGIUM FLANDERS, BELGIUM WALLONIA, BULGARIA, CZECH

REPUBLIC, DENMARK, ESTONIA, FINLAND, FRANCE, HUNGARY, IRELAND,
ISRAEL, LITHUANIA, MALTA, THE NETHERLANDS, NORWAY, POLAND,
PORTUGAL, SLOVAKIA, SPAIN, THE UNITED KINGDOM (ENGLAND)
CROATIA, GERMANY, ICELAND, LATVIA, ROMANIA, SLOVENIA, SWEDEN,
SWITZERLAND, UK (SCOTLAND)

CYPRUS, GREECE, ITALY, LUXEMBOURG

A U S T R I A , B U L G A R I A , T H E C Z E C H R E P U B L I C , D E N M A RK , E S T O N I A , F R A N C E ,
H U N G A RY, I R E L A N D , L I T H U A N I A , M A LTA , S PA I N , P O L A N D , P O RT U G A L ,

* http://ec.europa.eu/education/documents/et-2020-draft-joint-report-408-2015_en.pdf
S L O VA K I A , T H E U K ( E N G L A N D ) , I S R A E L
BELGIUM FLANDERS, FINLAND

18

B E L G I U M WA L L O N I A , N E T H E R L A N D S , N O RWAY

19

21 countries and regions gave an overview to the 2015 survey. These are
Austria (AT), Belgium Flanders (BE (NL)), Belgium Wallonia (BE (FR)), Bulgaria (BG), Czech Republic (CZ), Denmark (DK), Estonia (EE), Finland (FI),
France (FR), Hungary (HU), Ireland (IE), Israel (IL), Lithuania (LT), Malta (MT),
the Netherlands (NL), Norway (NO), Poland (PL), Portugal (PT), Slovakia
(SK), Spain (ES) and the United Kingdom (England). *
Six new countries participated in the 2015 survey: Austria, Belgium Wallonia, Hungary, Israel, Malta and Slovakia.

oday, computer programs are the genetic code of our world

and many educators (as well as parents, economists, and

politicians willing to entangle themselves in education matters) are

starting to think that students need more than a passing knowledge
of computer coding. They see it as both a powerful language students can tap into that solves just about any kind of problem and an
elemental structure of modern society they simply need to understand.
Peter Gow, 2015

2. Terminology
Computer programming is the process of
developing and implementing various sets of
instructions to enable a computer to perform
a certain task, solve problems, and provide
human interactivity.
These instructions (source codes which are written in a programming language) are considered computer programs and help the computer to operate smoothly.
In order to write a program to instruct a computer, tablet, smart phone or
any other electronic device which can be programmed, each problem needs
to be clearly thought through and broken down into something called methods (occasionally referred to as functions). A typical computer program will
be constructed of lots of these methods, and each will contain commands
and statements to perform the operations required.
The process of programming often requires expertise in many different
subjects, including knowledge of the application domain, specialised algorithms and formal logic.
It involves activities such as:

* Updated information from Cyprus, Greece, Italy, Luxembourg and Turkey, which participated
in the 2014 survey, could not be obtained. Information on those countries can be found in the
report from 2014.

20

 nalysis, understanding, and generically solving such problems, resulta

ing in an algorithm

verification of requirements of the algorithm including its correctness

implementation (commonly referred to as coding) of the algorithm in a

target programming language.

21

Companies

Non-profit
organizations

The Ministries
of Education

Coding on a technical level is a type of computer programming that closely

or exactly represents what happens at the lowest (machine) level. However,
when most people talk about coding, they usually mean something at a
higher, more human-readable level which could be anything in problem-oriented languages like Java, C++ or PHP.
Often computer programming (when referring to software) and coding are
used interchangeably and refer to more or less the same activities of writing
the instructions (recipe) for the computer to perform a specific task following
a logic. However, based on the definitions above, coding can also be seen
as a specific subtask of software computer programming which arranges
the implementation of the algorithm in the target programming language.
Computational thinking is typically associated with coding and computer
programming, but it is also more than that, involving solving problems, designing systems, and understanding human behaviour, according to Carnegie Mellon University*. Computational thinking developed as part of studying computer science can serve as a methodology for all students across
disciplines for solving problems and improve understanding of the role of
computing in modern society (Syslo & Kwiatkowska, 2015).

In this report the terms computer programming and coding are

used interchangeably and refer to activities that enable children
not only to know how to use specific programmes but to learn how
to programme computers, tablets, or other electronic devices.

3. Integrating coding skills

in the curriculum
3.1. Current situation and rationale
Among the 21 countries participating in the survey, coding is already part of
the curriculum (at national, regional or local level) in 16 of them: Austria, Bulgaria, Czech Republic, Denmark, Estonia, France, Hungary, Ireland, Israel,
Lithuania, Malta, Spain, Poland, Portugal, Slovakia and the UK (England).
Finland and Belgium Flanders have plans to integrate it in the curriculum.
Finland has defined coding in the core curricula for 2016. In Belgium Flanders, a political and societal debate will take place in autumn 2015 about the
curriculum reform in general. The issue of digital competences and coding
will be addressed during this debate and outcomes of the political discussions will inform the reform. Coding will also be integrated in adult education. In September 2016, a course ICT programming will be introduced.
Progress in the integration of coding in the curriculum between 2014 and
2015 has been made especially by France, Spain, and Poland; the latter is
currently establishing a new computer science curriculum curriculum for all
school levels.
In France, the new curricula for school (primary and lower secondary education) will be published in September/October 2015 and implemented in
September 2016.
In Spain, coding has been introduced in the curriculum from this school year
for the whole country as an optional subject in upper secondary education.
Moreover it is now integrated in three Autonomous Communities: in Navarra
in primary education and in Madrid and Catalua in lower secondary education.

* http://www.digitalpromise.org/blog/entry/a-new-model-for-coding-in-schools

22

23

21 countries
participated
in the survey

AUSTRIA, BELG IUM FLANDERS, BEL GIU M WAL L ON IA, BU L GARIA , C ZEC H
REPUBLIC, DE NMARK , E STON IA , FIN L A N D , FRAN C E, H U N GARY, IREL A N D ,
ISRAEL, LITHUANIA, MALTA, TH E N ETH ERL A N D S, N ORWAY, P OL AN D ,
PO RTUG AL, SLO VAK IA, SPA IN , TH E U N ITED KIN GD
OM (EN GL
AND)
1) Participation:
1) Participation:

1) Participation:
Participation:
1) Participation:
1)
Belgium Wallonia, the Netherlands and Norway stated1) Participation:
that coding
is currently not integrated in the
Norway
decided
to pilot
pro21
countriesIA , SWED
21 countriesEN ,
CROcurriculum.
ATIA, G ERMANY,
ICErecently
LAN D , L ATVIA
, ROMAN
IA,
SL
OVEN
21
countries
21
countries
21 countries
21
countries
participated
participated
No information
participated
participated
participated
participated
SWITZ E RLAND, UK (SCO TLAN D )
the survey
in the survey
in the
thein
survey
in the in
survey
the in
survey
survey
gramming as an optional
subject in lower secondary schools
the inschool
No information
No information
Nowill
information
No information
No information
No
information
year 2016/2017. The Norwegian Directorate for Education and
Training
Countries, which
Countries,
Countries, which
Countries,
whichwhich
Countries,
which
Countries,
Countries,
which
which
be
given
the
task
of
creating
a
temporary
curriculum
for
the
subject.
Many
only participated
in only participated in
only participated
participated
in
only
in
in
only participated in
CYPRUS, G REE CE, ITALY, L U XEMBOUonly
RGparticipated in only participated
the report
2014
the 2014 report
thereport
2014
reportreport
the 2014 report
2014
the
2014
schools
have
already started teaching programming to students
as thepart
of
the 2014
report
the optional subject Technology in Practice (lower secondary school), or
as part of mathematics and natural science.

tory subject, this question is still up for debate. The national institute for curriculum development (SLO) is working on developing goals and a possible
curriculum on digital competences, including programming/computational
thinking. In Belgium Flanders, the subject is under debate as part of a wide
discussion around a curriculum review.

U
STR
IAGIU
,FL
M
FL
U
A
STR
ER
, S,
BR
EL
B EL
M
M
A
N
D
LIA
ER
N
S,
IA
,GA
BCR
UR
GIU
LIA
GAR
A,
C
H B U LG AR I A, C Z E C H
AIA
USTR
IAGIU
EL
GIU
M
A
DB
ER
S,
BGA
EL
GIU
M
WA
LH
O
N
ZI E
ECCH
HZ E CI A,
A U STR IA , B EL GIU MAFL
U STR
A NAD
UER
,STR
B
S,A
EL
IA
B
EL
,, BBGIU
EL
M
MBAEL
WA
M
N GIU
DFL
LFL
ER
LA
O
S,
N
NA
D
IA
ER
,EL
BN
S,
GIU
UDLIA
B
EL
M
GIU
WA
IA
,GIU
LM
C
LGIU
O
WA
ZEC
N IA
LFL
LL
, WA
O
BN
UIA
LL
GA
,,OBB
R
UU
IA
LLBGA
,EL
ZEC
IA
,,M
H
CCZWALLON
R
EP
UM
IC
,M
EN
AESTO
RE,
RK
,FIN
ESTO
UIA
B,A
L
IC
ND
IA
, ,LD
EN
FIN
M
A
R
N
D
,,NESTO
FR
AN
E,
H
FIN
U
NLA
GA
AIR
ND
RY,
D
,LAN
FIR
RAN
E
, H
, U N G ARY, I R E LAN D ,
EP
B,L
LIC
IC
DLAEN
EN
NU
IA
, FIN
FIN
L,FR
FR
A,H
CN
E,
UIA
GA
RY,
IR
D,LAN
, CED
R EP U B L IC , D EN M A RRKEP
, ESTO
UB
RRLEP
IC
NUU
,IA
B
D
EN
FIN
,,BL
D
A
R
NKD
,M,D
ESTO
AAFR
RRKK
AM
,,N
N
ESTO
C
IA
, EP
HN
N
L
GA
N
RY,
AA
IR
NNADD
EL
N,L,A
C
FR
A
E,
NKA
D
N
U
C
E,
GA
HHNC
U
RY,
NN,GA
IR
RY,
EL
N
EE,LAN
D
ISR
A
EL
LAA
ITH
U
N
IA
M,RWAY,
A
LTA
EL
LTH
ITH
U
N
AETH
N
,O
M
LS,
AALTA
N
,RWAY,
NO
EARWAY,
NN
ETH
ERLAN
PNOLAN
ISR
A
EL
,N
LETH
ITH
IA
M
A
LTA
,ATH
TH
ETH
ER
ANER
N
OS,
O,LLAA
D,, DDS,, N ORWAY, POLAN D ,
ISR A EL , L ITH U A N IAISR
, MA
ALTA
EL
ISR
, , LA
TH
ITH
EL
E,U
LA
ITH
N
IA,UU
,ER
M
NN
LAIA
A
LTA
N,,A
D
M
,S,
ATH
LTA
N,ISR
EO
N
ETH
EE,,ER
NN
PETH
L
OE
ALN
A
ER
D
N
S,
D
LLA
,IA
DD
RWAY,
S,
NND
O
RWAY,
PTH
O
L
PP
D
O
ND
O
RTU
GA
LVA
,,VA
SL
O
VA
KTH
P
O
,E
RTU
SPA
GA
IN
,A
,TH
SL
EIN
VA
NK
ITED
K
IA
,GD
SPA
KO
INM
IN
GD
,O
TH
M
UNN
ND
GL
ITE
D DKI) N G D OM ( E N G LAN D )
OIN
RTU
GA
SL
O
IAIN
, SPA
IN
, TH
TH
ITED
K
IN
O
M
(EN
GL
D
P O RTU GA L , SL O VA KPIA
O RTU
, SPA
PPGA
O
RTU
L, ,PTH
SL
GA
EOLLU
VA
,, N
SL
KITED
IA
O
SPA
KKIN
IA
,GD
,SPA
OIA
MIN
(EN
,U
N
GL
ITED
EEL
UU
N
NN
K
D
ITED
)OUGD
OIN
MGD
(EN
GL
(EN
A
N
D
GL
)E(EN
AA
)) AN
O
GER
A
N
IC
EL
N
,DGER
L ATVIA
A
N
R,NNIC
OIA
M
EL
A
NN
IA
,,VEN
, SL
L ATVIA
O
VEN
,IA
OM
AN
E NS
, LOV E N I A, S W E D E N ,
ATIA
GER
M
AN
NY,
Y,
IC
EL
DATIA
ATVIA
,M
RO
OM
M
IA
SL
ODVEN
IA
SW
DSEEW
C R O ATIA , GER M A N Y,
C RIC
O EL
ATIA
CCARRNO
,ODATIA
GER
,CLRATVIA
M
,, ATIA
GER
A
N Y,
, ,M
RIC
A
O
M
EL
AM
ANIC
N
IA
DEL
,Y,
,C
SL
LAAR
ATVIA
NNO
OD
VEN
,, A
LL,ATVIA
IA
R
O
,, M
SW
,A
R
N
ED
IA
EN
,,Y,
AA
SL
O
VEN
,,ASL
IA
O
SW
IA
ED
,, SW
EN
,R
EE,D
NN
,E, DI A,
N
D(SC
, AUNO
KODTL
(SC
O
ITZER
TL
SW
(SC
TL
ND
D)) A NLDA)N D , U K (SC O TL A N D )
SW ITZER L A N D , U K SW
(SCITZER
O TL
SW
AN
ITZER
LITZER
A
DSW
N
) D ITZER
,LLU
AAK
NNDD
(SC
,L, A
UUO
KKTL
)SW
AAN

YP
R
UR
S,
CLLYP
RUULRS,
U
GR
EEC
B
RG
ITA LY, L U XEM B O U R G
YP
S,
GR
EEC
E,EEC
ITA
LY,ITA
ULY,
XEM
BXEM
O
GO UE,
C YP R U S, GR EEC E, ITA
C YPLY,
RU
CC
LS,
YP
U XEM
GR
RRC
UUEEC
S,
BO
GR
U
E,
EEC
ITA
G GR
LY,
E,
ITA
L UE,
LY,
XEM
U
B
XEM
O
B
G
O
UURR
G

The Netherlands does not integrate coding in its curricula. There is a computer science subject in secondary education, but it is not a mandatory
subject and schools can choose whether to teach this subject. Even if some
schools choose to teach it, students have the choice to take on this subject
No plans
No plans
plans
to to
No plans to
No plans
No
to
to
integrate
integrate
integrate
integrate
integrate
or not. While there are no immediate plans to integrate coding as a manda-

No plans to
integrate

The survey investigated the underlying rationale for integrating ICT in the
curriculum. The following table indicates the rationale adopted both by
countries which have already integrated coding in the curriculum and those
which still plan to do so (in green).

Table: rationale for integrating coding in the curriculum /

(countries which still plan to integrate coding are highlighted)

Plans
to
it Plans to integrate it
Plans
to integrate
integrate
Plans to integrate itPlans Plans
to
integrate
to
it integrate
itit
the curriculum in the curriculum
in the
thein
curriculum
in the curriculum in the in
curriculum
curriculum
Integrated
in the curriculum

Integrated
Integrated
Integrated
Integrated
the curriculum
in the
thein
curriculum
in the in
curriculum
curriculum

Integrated
in the curriculum

Training
Training
offered
by :: by : Training offered by :
Training offered by :Training
Training
offered
offered
by : offered
by

Integrated
in the curriculum

AUSTRIA
Universities

Universities
Universities

Universities
Companies
BELGIUMUniversities
(NL)

BULGARIA
CZECH
REPUBLIC
A U S T R I A , B U L G A RIA, THE CZ E CH REPUBLIC, DE N MARK, ESTON IA , FRAN C E,
H U N G A RY, I R E L A ND, LITHUANIA, MALTA, SPAIN, POL A N D , P ORTU GA L ,
S L O VA K I A , T H E UK (ENG LAND), ISRAEL

DENMARK
ESTONIA

B E L G I U M F L A N D E RS, FINLAND
B E L G I U M WA L L O NIA, NE THERLANDS, NO RWAY

24

FINL AND
FRANCE
Primary

Primary
Primary
Primary
Primary

Primary

Lower secondary
(general)

Lower
secondary
Lower
secondary
LowerLower
secondary
secondary
(general)
(general)
(general)
(general)

Lower secondary
(general)

Lower secondary
(vocational)

Lower
secondary
Lower
secondary
LowerLower
secondary
secondary
(vocational)
(vocational)
(vocational)
(vocational)

Lower secondary
(vocational)

Non-profit
Universities
Companies
Companies
Companies
Companies
organizations

Non-profit The Ministries

Non-profit
The Ministries
Non-profit
The
Ministries
Non-profit
The
Non-profit
Ministries
The
Ministries
Companies
organizations of Education
organizations
of Education
organizations
of Education
Education
organizations
of
organizations
Education
of

The Ministries
of Education

FOSTERING
OTHER KEY
COMPETENCES

Plans to integrate it
in the curriculum

FOSTERING ICT
EMPLOYABILIT Y

No plans to
integrate

FOSTERING
PROBLEM
SOLVING

FOSTERING
LOGICAL
THINKING

M
LIA
L,,OER
NETH
IA
N
GIU
M
LS,
AN
L
LOO
S,
NN
IAO, RWAY
N ETH ER L A N D S, N O RWAY
EL
GIU
M
WA
L
O
ETH
ER
NO
ND
RWAY
B EL GIU M WA L L O N IA
B,EL
N GIU
ETH
BBEL
M
ERGIU
WA
LBAEL
L
N
M
LDGIU
O
WA
S,
N IA
N
LLLO
, WA
O
RWAY
NNN
ETH
IA
NN
LB
A, EL
NER
DETH
S,
LLAANER
DDWA
RWAY
S,
N
O
RWAY

FOSTERING
CODING SKILLS

M
FL
AN
ER
B
EL
N DFL A N D ER S, FIN L A N D
BEL
EL
GIU
M
FL
DFIN
ER
FIN
AFIN
B EL GIU M FL A N D ER B
S,EL
FIN
GIU
B
L
A
M
NGIU
FL
DBAEL
M
N GIU
DFL
ER
AA
S,
NND
ER
S,
LS,D
AFIN
N
DS,
LLA
NNGIU
DDL AM

ATTRACTING
STUDENTS INTO
ICT

U
IA
,B
U
LE
R IA
U
STR
E, H
C
IA
,RLB
UN
HU
LU
GA
R
EP
R
U
IA
BD
,A
LEN
TH
IC
E
,M
C
ZEC
A
H
RRK
,FR
ESTO
BN,L
IC
NE,IA
,AAD
,NEN
FR
M
AN
AC
RK
E,, ESTO N I A, F R AN C E ,
USTR
IA
, BEP
BR
LGA
GA
RIA
IA
, TH
TH
EA,H
CTH
ZEC
H
EP
B,L
LIC
IC
D
EN
AEN
RKKM
ESTO
NUIA
IA
,C
FR
CE,
E,
A U STR IA , B U L GA R IA
A ,UTH
STR
EAAIA
U
C
ZEC
,STR
BA
UIA
H
LSTR
GA
,R
UU
IA
LU
, BL
TH
R
IC
,GA
,D
C
EN
ZEC
EM
C
A
ZEC
R
RKEP
ESTO
UZEC
B
R
EP
IC
,IA
B
D
EN
FR
M
,,A
N
R
C
KE,
,MD
ESTO
A
R
,,N
ESTO
IA
, EP
N
A
FR
N
C
H
GA
RY,
EL
ALA
H
,OU
U
ITH
GA
URY,
N
IA
IR
,EL
M
A
LTA
D
,IN
IN
U
,AN
PNIA
O
N
AD
LTA
, ,P O
,GA
SPA
RTU
GA, LP,O L A N D , P O RT U G AL,
UA
GA
RY,
IR
EL
ND
D,,U
LN,ITH
ITH
U
A
IA
M
A
LTA
,ASPA
SPA
O
D,L,, A
PGA
O
RTU
H U N GA RY, IR EL A N DH, ULNITH
GA
HHU
RY,
NNN
GA
IR
IAU
RY,
EL
, NMA
A
IR
N
LTA
D
EL
, ,AA
LIR
SPA
N
ITH
IN
ND
PIA
,LLAN
M
NN
AIA
D
LTA
,,AP
M
,OASPA
RTU
LTA
IN
,GA
,N
P
LO
,, IN
LLSPA
A,,ITH
N
PPD
O
,LLA
P
A
O
N
RTU
D
PM
O
RTU
L
GA
LL,, IN
O
K IA
EA
UD
KGL
SL
GL
AISR
KISR
NIA
DA
,),AEL
TH
ISR
E AUEL
K (EN GL A N D ), ISR A EL
SL
O
KIA
IAVA
, TH
TH
(EN
DVA
EL
SL O VA K IA , TH E U K SL
(EN
OGL
VASL
A
KN
IA
O
DVA
,VA
),SL
TH
K
ISR
E
,U
A
EL
K
(EN
EE,UUTH
GL
KK (EN
N
GL
),(EN
AA
ISR
NNOD
A),),EL

FOSTERING
OTHER KEY
COMPETENCES

FOSTERING ICT
EMPLOYABILIT Y

FOSTERING
CODING SKILLS

ATTRACTING
STUDENTS INTO
ICT

FOSTERING
PROBLEM
SOLVING

FOSTERING
LOGICAL
THINKING
IREL AND
ISRAEL
HUNGARY

4. Skill priorities
4.1 Terms used for coding
There are a variety of terms used by countries to describe the integration of
coding in the curriculum, such as coding, programming, computing,
and computational thinking. More precisely, countries currently use the
following terms when talking about the integration of coding skills in the
curriculum:

LITHUANIA

 rogramming (BE (FL), DK, EE, ES, FI, HU, NL, NO, PL, PT, SK) and comP
puting (UK (England)) are the most common terms used by countries.

 oding and computer programming are used interchangeably in Poland,

C
England, Norway and NL.

 ome countries additionally use the terms algorithmic applications (IL),

S
algorithmic problem solving (SK) or algorithm design and data models
(HU), or algorithmic and robotics (ES).

Ireland and France exclusively refer to coding.

 omputational thinking is referred to by Belgium Flanders, the Czech

C
Republic, Ireland, Malta, Netherlands, and Poland.

MALTA
POL AND
PORTUGAL
SPAIN
SLOVAKIA
UK (ENGL AND)

Countries generally have multiple reasons for integrating coding in the curriculum. The majority of countries aim to develop students logical thinking
skills (15 countries) and problem-solving skills (14 countries), thus addressing 21st century skills. More than half of the countries, namely 11, focus on
the development of key competences and coding skills. Attracting more
students to study computer sciences is also a rationale for 11 countries. In
particular, Slovakia is introducing the optional subject programming and
coding in schools because of students interest in studying computer programming at university level. The aim of fostering employability in the sector
is key for only eight countries.

26

In exploring in more detail what countries exactly mean by these terms, it

appears that there are different descriptions of what is understood or covered by each of them. Some examples of what is meant exactly by the terms
used in different countries is outlined in the following.
Belgium (Flanders) uses computational thinking and programming in the
same sense to be able to define a set of instructions to reach a given goal
from a given starting point; to be able to write a concrete set of instructions
for a computer to let the computer execute a certain task.

27

Poland is in the process of introducing computer science and programming

to all students in K 12 and only programming not coding is in the curriculum.
Programming is an integral part of computer science education, which applies algorithmic problem solving, i.e. the systematic development of a computer solution for a problem, which covers the entire process of designing
and implementing the solution. On the other hand computational thinking is
considered as a collection of mental tools, which is larger than programming methods and tools. The new computer science curriculum also highlights the difference between Information and communication technology
which is mainly about the use of computer-related products and computer science which deals with creating new products related to computers
(such as hardware, computer tools, programs and software, algorithms,
concepts, theories). The creation of tools (e.g. programs) and information
requires thinking processes about how to use abstraction and manipulate
data and many other computer science and computing concepts, ideas and
mental tools of computational thinking (Syslo & Kwiatkowska, 2015).*
The curriculum in the UK for computing in primary education likewise defines the core of computing as part of computer science, in which students
are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.
Building on this knowledge and understanding, students are equipped to
use information technology to create programs, systems and a range of
content. Computing also ensures that students become digitally literate
able to use, and express themselves and develop their ideas through, information and communication technology at a level suitable for the future
workplace and as active participants in a digital world (Berry, M. (2013)).

The following picture illustrates the distinction between ICT and technology
on the one hand, with a focus on the USE of ICT and its applications, and
computer science, on the other hand, with a focus on the CREATION of
programs and computer solutions, and acquiring understanding about underlying theories and principles.

ICT
(USING TECHNOLOGY
AND APPLICATION OF
COMPUTERS AND ICT
TOOLS)

COMPUTER SCIENCE/INFORMATICS/
COMPUTING
(CREATION OF PROGRAMMES, COMPUTERS,
THEORIES, PRINCIPLES
AND DESIGN)

COMPUTER
PROGRAMMING

CODING

ALGORITHMIC THINKING

COMPUTATIONAL
THINKING

SOLVING
PROBLEMS,
DESIGNING
SYSTEMS, AND
UNDERSTANDING
HUMAN
BEHAVIOUR

* See also: http://www.digitalpromise.org/blog/entry/a-new-model-for-coding-in-schools

28

29

DE VELOPING COMPUTATIONAL THINKING:

THE CZECH DIGITAL EDUCATION STR ATEGY

The Czech Digital Education Strategy does not refer to computer programming in particular, but defines the support of computational thinking on a more general level, since the phenomenon
computational thinking has become more and more important in
recent years. In the Strategy document, the term Computational
thinking is described as a relatively new concept which reflects
the need to understand the world around us from a new perspective, e.g. information and the ways in which digital technologies
work. More specifically, Computational thinking:

The main concepts and approaches of computational thinking, underlining

that this competence includes a wider set of mental tools, is also illustrated
in the following diagram (www.barefootcas.org.uk*):
THE COMPUTATIONAL THINKER : CONCEPT & APPROACHES

1.

is a form of thinking that uses computational methods to solve

problems, including complex or vaguely specified problems;

2.

 evelops the ability to analyse and synthesise, to generalise,

d
to seek suitable problem-solving strategies and to verify them
in practice;

 nhances the ability to express ones thoughts and processes

e
precisely and to record them in formal descriptions that serve
as a universal means of communication;

3.

4.

 ses basic universal terms that extend beyond contemporary

u
technology: algorithm, structures, representation of information, effectiveness, modelling, information systems, principles
of operation of digital technology.

The inclusion of computing and the development of computational thinking

in the curriculum will help to structure and formulate more advanced and
more useful educational objectives. The aim of this step is not merely to
nurture more IT professionals, of whom there is a constant shortage on the

30

labour market. Ever more professions across a range of disciplines require

a grasp of computing, which is also used in dealing with everyday situations
and problems. The focus is shifting from getting to know and using specific
forms of technology to the basic principles of computing as a field, which
encapsulates aspects of science, technology and mathematics. The development of computational thinking enables students to master skills involved
in resolving a wide range of problems which arise from the very nature of
effective, i.e. usually automated, information processing. Computing should
therefore become a fully-fledged subject in its own right, with deeper links
to other subjects.

LOGIC
Predicting & analysing

THINKERING
Experimenting & playing

ALGORITHMS
Making steps & rules

CREATING
Designing & making

DECOMPOSITION
Breaking down into parts

DEBUGGING
finding & fixing errors

PATTERNS
Spotting & using similarities

PERSEVERING
keeping going

ABSTR ACTION
Removing unnecessar y
detail

COLLABOR ATING
Working together

N
C
E
T
S

EVALUATION
Making judgement

A
P
P
R
O
A
C
H
E
S

www.barefootcas.org.uk
Crown Copyright 2014 (OGL)*

* Contains public sector information licensed under the Open Government Licence v3.0
Barefoot would like to acknowledge the work of Julia Briggs and the eLIM team at Somerset
County Council for their contribution to this poster

31

COMPUTING AND
CODING SKILLS

ICT TO
DEVELOP KEY
COMPETENCES

DIGITAL
COMPETENCE

Another important aspect before looking at curriculum integration in greater detail is to examine the importance attached to computer/programming
skills in relation to the ICT skill priorities set by Ministries of Education in recent years (e.g. the development of digital competence or integrating ICT as
a tool for learning). The table below shows how different countries express
their ICT skill priorities:

ICT USER
SKILLS

Table: ICT skill priorities (countries which still plan to

integrate coding are highlighted)
ICT AS A TOOL
FOR LEARNING

4.2 ICT skill priorities

AUSTRIA
BELGIUM (NL)
BELGIUM (FR)
BULGARIA
CZECH
REPUBLIC
DENMARK
ESTONIA
FINL AND
FRANCE
IREL AND
ISRAEL
HUNGARY
LITHUANIA
MALTA
NORWAY
NETHERL ANDS
POL AND
PORTUGAL
SPAIN
SLOVAKIA
UK (ENGL AND)

32

33

As already stated in the 2014 report, most of the countries have usually adopted several priorities, in the range of 2 to 5, for developing ICT competences.
Developing students digital competence was put forward as a priority by almost all countries (19 countries)*. Using ICT as a tool for learning was one of
the main priorities for the majority (16 countries). Developing ICT user skills and
using ICT for developing key competences is also prominent (13/ 14 countries).
Computing and coding is one of the main priority for ten countries. In addition
to the priorities indicated by Estonia and Spain, a further priority in these two
countries is to develop frameworks and self-assessment tools for teachers
digital competence. Estonia also prioritises the integration of ICT into school
curricula and supports the implementation of Bring Your Own Device.

5. Level of curriculum
integration (current
and future)

The Netherlands does not have a clear main priority. The Onderwijs 2032
platform will come with advice for possible developments on the curriculum.
Digital skills/competences will very likely be a part of that. For the Czech Republic, the future priorities set up in the national Digital strategy are presented
in this table. Currently, the focus is still primarily on ICT user skills. The Digital
Education Strategy of the Czech Republic formulates three priority objectives:

open up education to new methods and forms of teaching using digital

technologies,

improve students competence in working with information and digital

technologies,

develop students computational thinking.

Malta exclusively focuses on the development of ICT user skills. 11 countries (Belgium (Wallonia), the Czech Republic, Denmark, Finland, France,
Estonia, Ireland, Israel, Lithuania, Poland, Spain) address almost all or all
the priorities mentioned.
In identifying current priorities with ICT competence development, countries
were also asked if they have digital skills/competence strategies for education.
15 countries have such strategies in place: AT, BE (NL), BE (FR), CZ, DK, ES, FR,
IL, LT, MT, NL, NO, PL, PT, UK (England). Links to the respective documents by
country can be found in Annex X II: Digital Competence Plans.
* Digital Competence can be broadly defined as the confident, critical and creative use of ICT
to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in
society. Digital Competence is a transversal key competence which enables acquiring other key
competences (e.g. language, mathematics, learning to learn, cultural awareness (Ferrari, A. (2013)).

34

35

5.1 Level of integration

Table: level of integration (countries which still plan to
integrate coding are highlighted)
NATIONAL

REGIONAL

SCHOOL
LEVEL

STARTING
YEAR

AUSTRIA
BELGIUM (NL)

CZECH
REPUBLIC
2014

ESTONIA
FINL AND

2016

FRANCE

2016

HUNGARY

1995

IREL AND

2014

ISRAEL

1976

LITHUANIA

1986

MALTA

1997

POL AND

1985

PORTUGAL

2012

SLOVAKIA

1990

SPAIN

2015

UK (ENGL AND)

2014

36

Spain integrates programming at national and regional level . (This reflects the
broader situation regarding responsibilities for ICT integration in the curriculum).
Countries having plans for integration in the future, such as Finland, plans to
integrate it at all three levels. Belgium (Flanders) may do this at local level, which
is the level where curriculum responsibility lies.

BULGARIA

DENMARK

Fifteen of the 16 countries which already integrate coding in the curriculum

have done this at national level (in Ireland, Estonia, Lithuania and Slovakia additionally at local level). In the Czech Republic, currently this may be provided
at school level (depending on the schools), but integration at national level is
planned.

As regards when coding was first integrated in the curriculum, Israel is outstanding with a first subject on this in 1976. The Eastern European (and former
communist) countries such as Lithuania and Poland have already dealt with
this as part of the informatics or computer science subjects in the mid- 80s,
followed by Slovakia and Hungary in the beginning of the 90s.
Denmark, Ireland and the UK have had a long history in the integration of ICT in
schools, and shifted the focus to coding and computer science in 2014. Portugal had already done so in 2012.
More detailed information on the first year of integration can be found in Annex
III Curriculum Integration.

37

DEPENDS ON
REGIONAL
OR SCHOOL
CURRICUL A

UPPER
SECONDARY
( VOCATIONAL)

UPPER
SECONDARY
(GENERAL)

LOWER
SECONDARY
( VOCATIONAL)

LOWER
SECONDARY
(GENERAL)

In the Czech Republic, curricular documents are developed at two

levels state and school. In the system of curricular documents,
the state level is represented by the National Education Programme
(NEP, still in preparation) and Framework Education Programmes
(FEPs). Whereas the NEP formulates the requirements for education which are applicable in initial education as a whole, the
FEPs define the binding scope of education for its individual stages (preschool, elementary and secondary education). The school
level is represented by School Education Programmes (SEPs), on
the basis of which education is implemented in individual schools.
Coding may be integrated in school curricula at the school level.
Computer programming as a separate educational area is not currently part of the FEP primary education of the Czech Republic.
The FEP for Secondary Education already includes the basics of
computing as a field and the educational area is called Computing
and Information and Communication Technologies.

The next table looks at the education levels for which coding is currently offered
or compulsory (countries which still plan to integrate coding are highlighted in
blue / compulsory is highlighted in red).

PRIMARY

COUNTRY-SPECIFIC NOTES

5.2 Integration by level of education

AUSTRIA
BELGIUM (NL)
BULGARIA
CZECH
REPUBLIC
DENMARK
ESTONIA
FINL AND
FRANCE
HUNGARY
IREL AND
ISRAEL
LITHUANIA
MALTA
POL AND
PORTUGAL
SLOVAKIA
SPAIN
UK (ENGLAND)

38

39

Coding is integrated by more than half of the countries (13) at upper secondary
school level in general education. Eight of these countries also integrate it at
upper secondary level in vocational education. More countries than in 2014, i.e.
ten (Estonia, France, Israel, Spain, Slovakia, UK (England)) integrate or will integrate (Belgium Flanders, Finland, Poland, Portugal) coding at primary level. In
the UK (England) and Slovakia it is a compulsory subject in primary education.
Estonia, Israel and Slovakia integrate coding at all levels of school education. In Slovakia, coding is integrated at all levels of school education as a
compulsory element. Hence, all students learn it during their entire school
education. Poland will integrate it at all levels in 2016.
In seven countries (Bulgaria, Czech Republic, Denmark, Portugal, Slovakia,
Spain, UK (England)) it is compulsory for specific levels of education and mainly
part of a computer course. In the UK (England), computing is compulsory in state
maintained schools, while academies, free schools and independent schools
can choose although many schools will teach it. In Denmark simple programming is a compulsory part of the Physics, Chemistry and Maths curriculum.

COUNTRY-SPECIFIC NOTES

AT: Coding is integrated in some schools in the form of school

trials. It depends on regional or social curricula, whether coding is
compulsory or not.
 Z: Programming as a compulsory subject is taught particularly
C
in secondary vocational schools (IT study programmes); otherwise
it is an optional subject. Whether this subject is compulsory or
optional depends on the SEP and the type of school. There are
some secondary vocational schools (IT study programmes) where
programming is covered in a number of subjects, some of which
are compulsory, others optional. In other kinds of schools (mainly

40

grammar schools) programming is mostly offered as an optional

subject.
 S: In Catalonia, teaching related to coding is offered as part of
E
an optional subject of the last year of Compulsory Secondary Education (Lower Secondary). It is compulsory in the Autonomous
Communities of Madrid and Navarra. The subject at national level
and the one in Catalua are optional. In the case of the Autonomous Community of Madrid, Primary Schools can offer a separate
optional subject about coding after compulsory school time.
FR: Coding will be in the new curricula for primary education and
lower secondary education in September 2015 and will be implemented from September 2016 onwards. For primary education it
will be a first approach. There will be a course in the first year of
upper secondary school (general education), called ICN (enseignement dexploration dinformatique et de cration numrique).
Optional courses are already offered at upper secondary school
level (general education) and in some technology sections.
IE: At secondary level an optional short course on coding has
been introduced for the junior cycle programme (13-15 year olds).
No national programme at primary level.
IL: Coding is not obligatory for all students, only for software engineering courses and other advanced tracks. Almost in every
school at least one class studies computer science for their matriculation exams. Some of these schools have a track of software
engineering. Four years ago computer science was taught to middle school and in elementary schools.
 T: It is planned to integrate the teaching of algorithms at primary
L
school level.

41

PL: Programming will be integrated within informatics (computer science) at all school levels from 2016. Today, programming
is included in the optional subject extended informatics in high
schools and offered only by some schools. It is also taught optionally at other school levels.
 T: Some vocational and general schools with technology coursP
es offer coding in their own curricula.
 K (England): In state maintained schools computing is compulU
sory but in academies, free schools and independent schools it is
not although many schools will teach it.

42

6. Curriculum location
and integration
6.1 Curriculum location
This table looks at the part of the curriculum where computer coding is
taught and whether it is stand-alone or part of another subject.

43

AUSTRIA

Software
Development

Depends on regional
or school curricula

Depends on regional
or school curricula

BELGIUM
FL ANDERS

Not decided yet

Not decided yet

Not decided yet

BULGARIA

Informatics

CZECH
REPUBLIC

Varies (e.g.
Programming)
Depends on regional
or school curricula

Depends on regional
or school curricula

Depends on regional
or school curricula

DENMARK

Depends on regional
or school curricula

Depends on regional
or school curricula

Physics, Chemistry,
Maths

ESTONIA

Depends on regional
or school curricula

Depends on regional
or school curricula

Maths, Technology,
Informatics
Depends on regional
or school curricula
Especially in
Mathematics

HUNGARY

Informatics

IREL AND

Coding

ISRAEL

Computer science

MALTA
PORTUGAL

44

Mathematics,
technology

X
Depends on regional
or school curricula
(e.g. Scratch in
primary)

X
X

LITHUANIA
Computer studies

Depends on regional
or school curricula

IN OTHER
SUBJECTS
AS CROSSCURRICUL AR
APPROACH

IN THE
GENERAL ICT/
TECHNOLOGY
COURSE

POL AND

Informatics

SLOVAKIA

Programming/
Informatics
Depends on regional
or school curricula

Vocational subjects

Depends on regional
or school curricula

Mathematics
Depends on regional
or school curricula

Depends on regional
or school curricula

Depends on regional
or school curricula

SPAIN

UK (ENGL AND)

FINL AND
FRANCE

SEPARATE
SUBJECT

IN OTHER
SUBJECTS
AS CROSSCURRICUL AR
APPROACH

IN THE
GENERAL ICT/
TECHNOLOGY
COURSE

SEPARATE
SUBJECT

Table: curriculum location (countries which still plan to

integrate coding are highlighted)

Computing

More countries (12) than in 2014 have established a specific coding/computing subject in the curriculum, at national, but also at regional or school
level only. Moreover, 13 countries integrate coding in a general ICT/technology course, 7 of them depending on regional or school curricula. Increasingly coding is also integrated in other subjects (mainly mathematics) as
a cross-curricular approach, e.g. in Denmark, Estonia, Finland, Slovakia,
Spain and France. Finland will be the first country to introduce coding in a
purely cross-curricular approach.

6. 2. E
 xamples of current
curriculum integration
The following chapter gives an illustration of the current curriculum integration by country and more detailed information on the type of integration and
specifying curricular objectives or competences to be taught. As is shown
in this report, numerous European countries move forward with integrating
coding in their curricula. The Czech Republic, Estonia, France, Malta, Lithuania and Poland have already integrated coding in their curriculum plan but
are already planning changes in their provision.

45

In Austria

 t the technical college for ICT, coding is taught as the separate subject
a
software development.

 oding is also taught as part of school trials at lower secondary schools

C
with focus on Informatics with Web-based coding and a second coding
language.

 t lower and upper secondary schools with informatics focus coding is

A
taught with two coding languages. For these schools, it depends on the
regional or school curricula, whether coding is integrated in the general
ICT/technology course.

PL ANNED CHANGES IN THE CZECH REPUBLIC

The revision of the framework education programmes is in preparation and the Digital Education Strategy until 2020 contains plans
for further teacher training in this area. Introducing coding in the
national curriculum is one of the objectives and priorities of the
Digital Education Strategy until 2020: Modernisation of the educational area of Information and Communication Technologies
and the framework curriculum in the FEP in order to reflect current
developments in digital technologies and the potential for the use
of such technologies to develop digital literacy and emphasise areas which will help to develop pupils computational thinking and
give them a grounding in computing. It is not clear yet, how coding will be integrated in the national curriculum (as a separate subject or not), what concrete activities will be covered and whether
and how much of it will be compulsory. A collaboration with other
main actors is planned.

In Belgium Flanders, digital competences and coding will be part of a wider

political and social debate on the general curriculum that is taking place
in autumn 2015. The planned curriculum reform will be based on the outcomes of this debate. It is not clear yet, whether coding will also be part of a
general ICT course or be integrated in other subjects. Coding activities will
include modifying basic settings of software, a program or an application to
change a computer program and understanding the basic notions of programming and how a program is constructed.
In Bulgaria Informatics is a compulsory subject in grade 9. Students have
2 hours tuition per week. The course teaches:

 asic knowledge of concepts in computer science and mathematical

b
principles

 rogramming, algorithmic problem solving and representing information

P
through abstractions (e.g. models and simulations) are part of both subjects: Informatics and ICT.

In the Czech Republic, computer programming is integrated at two levels:

46

Computer programming as a separate educational area is not currently

part of the Framework Educational Programmes (FEP) for primary education of the Czech Republic. Primary schools can include programming
in SEP if they want if yes, it is usually a part of computer science subject, or sometimes voluntary subject.

The FEP for Secondary Education already includes the basics of computing as a field and the educational area is called Computing and Information and Communication Technologies. This means that all secondary
school have to include programming into its SEP to some extent but it
is up to the school how much time the school devotes to programming. It
may be only a part of broader subject, a special subject etc. In general,
as a separate and compulsory subject, computer programming is primarily at secondary vocational technical schools, especially on IT study
programmes, although there are some grammar schools (gymnzium
in Czech) that include this subject in its curricula as well. It always depends on what the school decides and what is contained in its School
Education Programme (SEP).

47

 T
 he basics of coding or more generally computational thinking may form
part of the broader subject of ICT. Some schools offer programming as
an optional subject. The subject matter and names of optional subjects
are the choice of the school and vary greatly.
In Denmark (Grade 7-10) coding is integrated in the binding national Common Objectives for Physics and chemistry.
Knowledge about simple programming and transmission of data.
p
 rogramming languages and skills of programming simple digital solutions (Physics and chemistry).
In Math to enhance systematic and abstract thinking with specific guidance.
In Grade 11-13 (Upper secondary education) coding is intergraded in the
optional subject Information Technology. This course is currently an approved pilot course, which is foreseen to become an optional subject in the
curriculum (Pending law treatment).
U
 sing programming technologies for the development of IT products
and adaptation of existing IT systems (Data structures such as nested
conditions; different types of loops; functions coupling different programming technologies; approaches to programming such as Stepwise Improvement, Object-oriented Programming etc.) See: http://uvm.
dk /Uddannelser/Gymnasiale-uddannelser/Fag-og-laereplaner/Forsoegsfag-i-de-gymnasiale-uddannelser/Informationsteknologi-C-og-B
In Hungary starting from 2012 the Frame Curricula expect the use of ICT in
different subjects (not coding). Though Informatics is a stand-alone subject,
schools may choose to integrate it for the purposes of lessons.
A
 ge 13-14: 1) Algorithms 2) Logo or a similar programming language, 3)
Basic commands
Age 15-16: 1) Algorithm design and analysis, 2) Problem solving

a gateway programming language to develop computational thinking. Other coding languages are also introduced but all is at the discretion of the
teacher/school.
At secondary level an optional short course on coding has been introduced
for the junior cycle programme (13-15 year olds). Problem solving and computational thinking skills are developed in this course as students build and
create software projects using their own ideas and imagination. The course
looks to build on any coding schools that primary students might have experienced while offering insight into possible future studies in computer science and software engineering.
In Israel the computer science subject contains:
algorithmic thinking
creativity
problem solving
project programmability chapters choice
automatics, fundamentals of operating systems
programming language C#, Java & assembli
In Malta, the students learn programming with Java for two years and carry
out a practical final project at the end.
In Portugal, coding is taught in the subject ICT. At national level, some
schools can offer specific courses in ICT that include coding. Students
design multimedia projects (text, image, sound and video) like animations,
interactive stories and simulations. The activities aim to develop students
computational thinking, based on a problem-solving approach and the
logical organisation of ideas (Curricular goals of ICT). In 2015 a pilot was
launched that will introduce coding activities to students of the 3rd and 4th
year in the 2015/16 school year as a special offer, outside of the curriculum.

In Ireland, no national programme at primary level. Some primary school

teachers may use Scratch programming in the instruction of shape and
space in mathematics. Scratch is also used in post-primary classrooms as

48

49

PL ANNED CHANGES IN MALTA

The new Learning Outcomes Framework (LOF) ESF 1.228 defines

the subject focus of all subjects, including computing. This(ese)
subject(s) will be fine-tuned or amended by subject experts on the
basis of the feedback received during a public consultation process. The LOF is intended to lead to more curricular autonomy of
colleges and schools, in order to better address students learning needs. The rationale for introducing the revised version of the
computing subject is wider* than for the current integration in
the curricula. Computing will be introduced as a cross-curricular
subject at primary level and integrated into the ICT Compulsory
Subject at secondary level. The subject will be integrated at all
education levels and will be compulsory. The main goal is to develop logical problem-solving skills and introducing computational
thinking at all levels.
http://www.schoolslearningoutcomes.edu.mt/en/dashboard
* Attracting more students to study computer sciences as part of higher education
programmes, fostering employability in the ICT sector, fostering coding skills,
fostering problem-solving skills, fostering logical thinking skills, fostering other key
competences.

In Slovakia, algorithmic thinking/computer programming is developed in the

school subject Informatics (primary and secondary education) or during
other lessons. In some Gymnasiums (type of school providing advanced
secondary education), programming is also a separate subject or separate
thematic unit. The focus is on algorithmic problem solving and programming, algorithmic thinking, problem solving and algorithms, creation of instructions and programs. At primary level, students learn how to program
and control a robot, design model toys and kits, programming steps and
phases and childrens programming language. At lower secondary level,
teachers use educational basic graphic-oriented visual programming tools
50

for kids like Karel, Baltie or Imagine. Teachers also use programming
of robotic construction kits. At college (secondary school) level, students
learn to use CNC machine programming, the programming language PASCAL, some of the object-oriented programming languages and HyperText
Markup Language (HTML).
In Spain, at national level Coding is introduced in the optional subject Tecnologas de la Informacin y la Comunicacin I in upper secondary education.

In the Autonomous Community of Madrid, contents related to Robotics

and Coding have been included in the general subject Tecnologa, Programacin y Robtica, which is the general Technology subject in the
3rd year of lower secondary education.

In the Autonomous Community of Navarra, the subject Mathematics in

the last two years of primary education has included contents connected to Algorithmic and Coding. They are to contribute to the digital competence of the students.

In the UK (England), computing is a distinct subject in school curricula but

schools are free to teach it as an integrated subject or stand-alone. Teaching as an integrated subject is more common at primary than secondary
level, where cross-curricular work is less common. Aims of computing in the
English national curriculum (Department for Education, 2013):*
Students:

 an understand and apply the fundamental principles and concepts of

c
computer science, including abstraction, logic, algorithms and data representation;

 an analyse problems in computational terms, and have repeated practical

c
experience of writing computer programs in order to solve such problems;

 an evaluate and apply information technology, including new or unfac

miliar technologies, analytically to solve problems;

 re responsible, competent, confident and creative users of information

a
and communication technology.

* https://www.gov.uk/government/publications/national-curriculum-in-england-computingprogrammes-of-study

51

Case note
Poland
Poland and the new curriculum more
emphasis on rigorous computer science and
personalised learning
In Poland, the new computer science curriculum replaces some activities
within information technology with learning rigorous computer science,
including programming. It has been accepted by the Ministry of National
Education and made available for public discussion until end of October
2015. Then it will be revised according to suggestions made and is expected to be formally adopted in 2016. In preparation, teachers will take part in
various in-service courses on how to develop school syllabi based on the
curriculum and to develop educational materials for their instruction and for
students.
The new curriculum unifies the names of all stand-alone informatics subjects as Informatics. Therefore, according to the new curriculum, Informatics is a compulsory subject in primary schools (grades 1-6 grades, 1 hour a
week for 6 years), middle schools (grades 7-9, 1 hour a week for two years),
and high schools (grade 10, 1 hour a week). Moreover, Informatics is also
an elective subject in high schools (grades 11-12, 3 hours a week for two
years) and high school students may graduate in Informatics, taking the final
examination (Pl. matura) in Informatics.
The new curriculums unified aims are as follows:
1.

 nderstanding and analysis of problems logical and abstract thinkU

ing, algorithmic thinking, algorithms and representation of information;

2.

 rogramming and problem solving by using computers and other

P
digital devices designing and programming algorithms; organising,
searching and sharing information; utilising computer applications;

3.

 sing computers, digital devices, and computer networks prinU

ciples of functioning of computers, digital devices, and computer networks; performing calculations and executing programs;

4.

 eveloping social competences communication and cooperation,

D
in particular in virtual environments; project-based learning; taking various roles in group projects;

5.

 bserving law and security principles and regulations respecting

O
privacy of personal information, intellectual property, data security, netiquette and social norms; positive and negative impact of technology
on culture, social life and security.

One novelty of the new national curriculum is that it also contains some
optional attainment targets which can be freely added to a subject syllabus or assigned only to a group of students. These optional targets enable
teachers to support personalised learning of gifted students as well as students with a particular interest in specific areas of computer science and
its applications (such as mathematics, science, arts). Personalisation in the
new curriculum is a means to encourage and motivate students to make
personal choices of a range of computer science topics and areas in middle
and high schools that may lead them towards a specialisation in computer
science in the next steps of their education and professional career.
In conclusion, the new curriculum recognises the value of computer science
as the underlying academic discipline and expects students to understand
and use the basic concepts and principles of computer science, analyse
and solve problems computationally, programming their solution. Nonetheless, students are still to apply information technology and to be competent,
creative, and responsible users of technology in other school subjects, disciplines, and areas of computer applications.
Source: Syslo, M. & Kwiatkowska, A.B. (2015): Introducing a New Computer Science Curriculum for All School Levels in Poland, presented at ISSEP 2015 in Ljubljana, published in LNinCS,
Springer Verlag, 2015.

52

53

Case note
Malta
Which programming language to teach?
Considerations from curriculum integration in
Malta
In Malta, a strategy group evaluated the current integration of coding in
2014. As part of this evaluation, it also discussed the use of the programming language Java in Maltese schools with relevant stakeholders. While
the report finds several constraints of the programming language as it is
currently integrated, it considers Java to be a strong programming language, only when coding is already taught at an early age (which is one of
the recommendations of the strategy group).
The choice of programming language is an area where there are numerous
trade-offs, including:
T
 he use of safer or more managed languages and environments can
help scaffold students learning. But such languages may provide a level
of abstraction that obscures an understanding of actual machine execution and makes is difficult to evaluate performance trade-offs. The
decision as to whether to use a lower-level language to promote a
particular mental model of program execution that is closer to the actual
execution by the machine is often a matter of local audience needs.

The result of an evaluation of Java as primary programming language in

the Computing SEC course in Malta is that Java is not achieving its goals
of teaching students programming concepts, creative problem solving and
objective thinking, all of which are a must for everyone. Java as primary
programming language is challenging, as it is a very strict, case-sensitive
language; it is anything but forgiving. Hence the students are more worried
about construction of statements and syntax than actually understanding
why they are writing that particular syntax. This can be counterproductive
to the aim of getting students excited about coding.
Java also plays a role in the optional up-take female population. Albeit unfounded, it has become clear from meetings with teachers and students
that the female population is ingrained with the idea that they are not able
or capable of learning coding in a strict syntax manner. Obviously this is a
complete fallacy as any female as much as a male can learn programming
in a syntax environment; however, the problem persists.
Finally, with languages like Java, a simple task like putting a graph on screen
requires several hours of explanation and tens of lines of code. Thus, the
student does not experience an immediate reward for his efforts. To get the
student curious and enhance the self-exploratory nature, something which
has immediate cause and effect is needed. Robotics at secondary level is
extremely popular since with a couple of clicks you can see a motor turning
or a car moving (James Catania (2014): Computing as a Core Entitlement,
Maltese Ministry of Education and Employment).

T
 he use of a language or environment designed for introductory pedagogy can facilitate student learning, but may be of limited use. Conversely, a language or environment commonly used professionally may
expose students to too much complexity too soon (Stanford (2013)).

54

55

7. Assessment of coding
skills

8. Evaluations
of coding initiatives

In order to get a full picture of the integration

of coding in the curricula, it is also important
to look at the assessment of these skills.

Only in the Czech Republic, Denmark, Hungary,

Israel, Malta and Spain, evaluations of coding
initiatives/pilots are already carried out.

Almost all countries assess coding competences (Austria, Bulgaria, Denmark,

France, Hungary, Ireland, Israel, Lithuania, Malta, Poland, Portugal, Slovakia,
Spain). In Estonia, this depends on regional or school curricula. In most countries, the assessment forms part of the general assessment of the students,
e.g. exams (Austria, Bulgaria, Slovakia), school-leaving exams (Denmark, Israel, Lithuania, Poland) or also project work (Ireland, Israel, Malta). For example,
in Malta, students create a practical project over two years which is subject to
a summative assessment. In Ireland, students complete a significant piece of
work in the form of a final project in the final strand of the course. The project
is divided into two parts. In the first part, each individual student identifies and
researches on a topic/challenge in computer science. In the second part, students will work in a team. Although they are involved in a team, the students
individual role and contribution to the project will be the focus of the assessment for certification.

In Malta, a strategy group comprising teaching staff, the Ministry of Education and Employment, the University of Malta, the Malta Information &
Technology Agency and industry stakeholders contributed to the outline of
a practical strategy on how to introduce computing as a core entitlement for
all Maltese students. One issue to tackle was that too few students chose
optional STEM subjects (including Computing). The optional take-up rate
for Computing is dropping at an alarming rate of around 10-45% per year
depending on the college. One outcome of the consultation process was
that one reason was a complete lack of exposure to such a subject in early
years. Further, some students seem to have a misconception of what the
subject Computing covers, as they are under the impression that computing is the same as ICT. Another finding was a fundamental discrepancy
between what teachers are comfortable with teaching and what they are
expected to know. Based on their findings, the strategy group formulated
key recommendations, e.g.:

If coding is integrated in a cross-curricular approach in other subjects, it is assessed as part of the subject skills, e.g. in Portugal and France. In Finland, the
assessment of coding skills will also be integrated in the subject-based assessment, although it is not yet clear to what extent these skills will be assessed.
In the UK (England), these skills are not formally assessed and schools are
free to test learning in a variety of ways. Students at key stage four (14-16) and
beyond may choose to pursue formal qualifications that will be assessed, for
example the new computer science GCSE. In Estonia, a level test for assessing
students digital competences is in preparation. The aim is to better understand
the need or benefit regarding the integration of ICT in different subjects.
56

Introduce Computing from Kindergarten to Form 5 (year 11).

Change the word Digital Literacy to Computing in the NCF2012.
Create guidelines for Kindergarten to Start Pre-Key Stage 1.
Implement a fully cross-curricular computing subject delivery to achieve
Computing outcomes jointly with core subject outcomes (Maths, Maltese, English and Science) in primary (Key Stage 1, 2 and 3).

57

 A
 ssess Computing Primary through a cross-curricular lab book making
up 20% of each oif Maths, Maltese, English and Science marks.
R
 eplace ICT in Secondary with Computing Core Secondary (continuation Key Stage 4 & 5).
C
 reate C3, the Computing Competency Certification (which would be recognised as an entry requirement by MCAST ICT (unlike ECDL currently)).
A
 ssess C3 with an automated system (like ECDL) at year 11 compulsory for every student / Make C3 a commercial product.
C
 hange Computing optional in year 9 to Computer Science, making it
more advanced by building on years of computing instruction and addressed for more in-depth knowledge, i.e. ICT practitioners not ICT users.
Introduce a new position of Primary Computing Coordinators (full time
post, one in every school for Computing technological and pedagogical
support), , but these do not affect education on general level.
In the Czech Republic, mainly universities and IT companies (e.g. CISCO,
Microsoft, Intel, Google) carry out smaller evaluations.
In Spain, the University Rey Juan Carlos and the Autonomous Community
of Navarra collaborate in a study to measure to what extent students are
prepared to learn coding at early ages and its impact on the learning of other
subjects. The results of a quantitative, quasi-experimental experiment with 42
6th grade students aged 11 or 12 showed that there is a statistically significant increase in the understanding of mathematical processes in the experimental group, which received training in Scratch (Calao, L.A., Moreno-Len,
J., Ester Correa, H. & Robles, G. (2015)). Moreover, the lack of tools to support
educators in the assessment of student projects was identified as one of the
barriers to the entry of computer programming into schools. Web applications like Dr. Scratch, which allows teachers and students to automatically
analyse projects coded in Scratch, can support teachers in their task. Workshops with 10 to 14 year old students were run in eight schools to test the
Web application. (Moreno-Len, J, Robles, G & Romn-Gonzlez, M (2015).

58

9. Teacher training
and initiatives

t also has to be noted that there is a gap in the digital competences of teaching staff which needs to be addressed if the

teacher is to feel comfortable in front of an audience which is increasingly technology-enabled

James Catania (2014): Computing as a Core Entitlement,
Maltese Ministry of Education and Employment
If coding is integrated in the curriculum to ensure that students acquire the
necessary skills, it needs to be complemented with teacher training and
initiatives that support teaching and learning coding. Teaching a programming language can be a challenging task, especially for teachers who are
not teaching ICT or computer science, and teachers who have not had prior
training in this area. How are countries currently addressing this issue?
Training in this area can best be described as a mix of central support coupled with stakeholder-driven initiatives. Some official training is provided in
some countries as part of in-service training and initial teacher training, but
in most cases training provided by professional stakeholders prevails.
13 of the countries which integrate coding in the curriculum already offer
in-service and/or pre-service training to support teachers in teaching coding at various levels (Austria, Bulgaria, France, Estonia, Hungary, Ireland,
Israel, Malta, Poland, Portugal, Slovakia, Spain, UK (England)).

59

GIUM

Training offered by :

Universities

Companies

Non-profit
organizations

The Ministries
of Education

Several Ministries of Education do not offer training directly, e.g. in the

Czech Republic, France, Finland, Hungary, Lithuania and Poland. Instead, a
variety of other providers offer training. In particular, universities offer training courses in many countries but also companies and non-profit organisations do so, e.g. in Belgium Wallonia, Bulgaria, Czech Republic, Estonia,
Finland, Ireland, Israel and Lithuania. Training is organised at local level or
regional level in France, Finland and Poland.
Some countries offer central support in this area, e.g. via the funding of
teaching resources and training projects to help teachers to be ready to
deliver the curriculum, e.g. in the UK, Estonia, and Ireland. Countries like
Portugal support initiatives and contests at central level. Slovakia, Hungary,
Malta, and Spain provide in-service training in the area of ICT, which includes training on coding for teachers in the country. Spain provides training on coding for teachers at national level and at the level of the autonomous regions, where coding is integrated. In Malta, all computing teachers
were given two weeks of Java programming in-service training. Moreover,
in Slovakia the Ministry of Education has a role in providing training as well
as in-service training centres, schools and universities.

In Denmark, no training in this area is offered to teachers by the Ministry of Education. However, there are bottom-up initiatives like Coding Pirates, an association of volunteer teachers, programmers, researchers and entrepreneurs.
Such bottom-up initiatives exist in many countries, which provide training and
support from networks of coding enthusiasts, non-governmental organisations, private companies, teacher organisations and professional associations.
Examples of popular initiatives are coding clubs, for example in Denmark,
the Netherlands and Norway but also summer schools and programming
courses, often organised by universities and mainly aimed at secondary
students, e.g. in the Czech Republic. Competitions are means to attract
gifted students and those particularly interested in coding and to reward
particular achievements. They are organised all around Europe, e.g. in Bulgaria, the Czech Republic, Estonia, Finland, France, Hungary, and Poland.
Only a few countries (Austria, Estonia, Finland, Israel, Poland and Portugal)
run school pilots in this area, as outlined in more detail (where available) in
the country-specific section below. The Czech Republic, Spain and Portugal also offer robotics activities. Working with robotics is both engaging and
rewarding for students as it gives instant results.
In addition, many countries support teachers by providing educational resources on their national or regional portals (e.g. Ireland, Belgium Flanders,
Estonia, Netherlands); other countries promote specific coding websites
and community platforms (e.g. Bulgaria, France, Norway, Poland).
Finally, several countries also support European-wide initiatives like the
CodeWeek in their country, e.g. the Czech Republic, Poland, Portugal and
Spain. We provide here a short overview of official training offers in each
country and other training initiatives provided by stakeholders.

Teacher training is also considered to be important in the countries/regions

that still plan to integrate coding in their curricula, e.g. in Belgium (Flanders).
Finland does not plan to offer specific teacher training at national level, as
this is rather a task for local providers. Basic teacher training is organised
by the universities. Many coding initiatives already exist, with universities
integrating coding in their curricula.

60

61

Austria

Bulgaria

Universities like the University College of Education of the Diocese Linz offer training courses. School pilots are organised at the school level in secondary schools. In some cases, primary students are also introduced to
easy coding e.g. with Scratch.

The Mathematics and Informatics faculties of most universities provide

pre-service and in-service teacher training.

campaign

Werde digital from digital champions, digital competences
(www.digikomp.at)
The

Alpen Adria Universitt in Klagenfurt/Krnten, one of the leading
iniversities in the area of e learning and coding: (http://www.informatikdidaktik.com/; http://informatikwerkstatt.jimdo.com/)

Belgium Flanders
The Ministry of Education collaborates with the following initiatives:
www.i22n.org : advocacy and awareness raising
www.stem-academie.be : course, activities, coaching for schools
www.klascement.be : educational repository with about 132 learning objects
www.kvab.be : advice and advocacy

Belgium Wallonia
As part of the cole numriques third call for projects, two of the 200 selected schools have developed a project involving an introduction to computer programming for children of primary education through applications like
Scratch. Both projects will be carried out during the school year 2015/2016.
cole numrique is the ICT equipment plan for education in the Walloon
Region in partnership with the Wallonia Brussels Federation. Moreover,
external companies introduce students to programming with projects like
KODU training (children from Brussels Region schools).

62

The

Bulgarian Scratch society and Varna Free University Chernorizets
Hrabar organise teacher training and competitions for students in primary and lower secondary school.
The

INFOS platform provides information and tasks related to the National Olympiad and tournaments in informatics.

Czech Republic
The Ministry of Education does not offer any courses directly. Teachers
benefit, however, from coding courses offered by universities, businesses and non-profit organisations. Moreover, the Digital Education Strategy
running until 2020 contains plans for further teacher training in this area. A
variety of bottom-up activities exist, e.g.:
Summer

schools and programming courses for students, often organised by universities and mainly aimed at secondary school students,
some also targeting particular groups like girls and gifted students
Competitions,

e.g.: Informatics Beaver, Baltk Creative Computing competition
Networking

teachers of ICT and computer science (NGO Union of Informaticians in Education Jednota skolskych informatiku)
Programming

courses for IT teachers organised by universities or
non-profit organisations
Robotic activities

63

Denmark

France

In Denmark, no training in this area is offered to teachers by the Ministry of

Education. However, bottom-up initiatives like Coding pirates, an association of volunteer teachers, programmers, researchers and entrepreneurs,
exist.

Teacher training is driven by the Ministry of Education and implemented and

organised locally. The Acadmies (local education authorities) are in charge
of teacher training. In addition, education platforms like inria and tangara
and a contest Dcouverte du codage des object numriques are offered
to teachers.

Estonia
The Information Technology Foundation for Education (HITSA) runs the coding programme called ProgeTiger. The programmes goal is to enhance
learners technological literacy and digital competence; its main target
group is teachers in preschool, primary and vocational education. HITSA
offers:
o
 pportunities for teachers to integrate technology into the curriculum
(educational resources and training opportunities)
financial support for schools to acquire programmable devices

Finland
In Finland where the new curricula will be in use next year, teacher basic
training is organised for example by the universities. It is not planned to offer specific teacher training at national level, as this is rather a task for local
providers. However, the National Board of Education funds several projects
where schools are developing the use of coding in learning and teaching.
Moreover, there are numerous national initiatives in the area of coding in
schools, run by private persons, universities, and various associations, e.g.
koodikerho, koodi2016 and koodaustunti.

contests for student teachers

free teaching and learning resources available on the website

Hungary

webinars and guidelines to support learning about different tools/platforms.

Besides HITSA, also universities, NGOs and companies deliver training to
teachers and life-long learners. The Look@World Foundation organises extracurricular activities for children.

64

In Hungary, teachers can choose from a variety of programmes from the

in-service teacher training system. The most popular training courses are
offered by the Association of ICT Teachers. This association and universities also offer resources for ICT teachers and coding competitions are
organised for students.

65

Ireland

Lithuania

ICT in Teaching and Learning is a mandatory element of all Initial Teacher

Education (ITE) programmes and optional modules on coding may be offered by some providers. There are also some ITE courses which include
mandatory modules on coding in the Post-Primary ITE sector e.g. the BSC
Mathematics with Education Course offered by NUI Maynooth. In the Primary ITE sector, coding is not included as a mandatory element but there
are some electives offered e.g. in Mary Immaculate College the Scratch
Education Elective is aimed at students interested in equipping themselves
with the skills required to effectively use introductory computer programming (i.e. Scratch) to support teaching and learning across the curriculum.
Summer and term time professional development courses have been designed and mediated by the Professional Development Service for Teachers
in conjunction with LERO (The Irish Software Engineering Research Centre),
to interested Primary and Post-Primary teachers, where the use of Scratch
to develop literacy and numeracy has been explored. In addition, bottom-up
initiatives help children to learn to code, e.g. digital content on the Scoilnet
website and the translation of Scratch into Irish that has been provided by
PDST to MIT, the developers of Scratch, so it is possible for students in Irish
speaking schools to code in Irish.

The Ministry of Education itself does not provide any teacher training but
collaborates with educational centres, universities and students non-formal
education institutions like correspondence schools and clubs. In addition,
several initiatives to support teaching and learning coding exist.

Israel
New teacher training programmes will include learning on ICT. The focus
of school pilots in Israel is to examine new directions in teaching computer
science (cyber protection, application development, modern operating systems, parallel programming). Companies also provide training and support
projects to help update curricula.

66

Malta
All computing teachers were given two weeks of Java programming in-service training. Moreover, the eLearning Department runs a pilot project to
introduce tablets for every students in year 4 primary education level. Malta
has run a school pilot last year alongside the pilot for tablet use in classrooms.In Malta teacher training is done within the confines of the unions
and is mostly delivered during in-service training by fellow colleagues. Continuous support is given through peripatetic (support) teachers which are
responsible for Digital Literacy in state schools.

Netherlands
An initiative for schools that want to dig deeper into the subject of programming is organised by the national organisation for primary education POraad, together with Kennisnet, the national institute for curriculum development (SLO) and others. These schools will create a curriculum of their own.
The results of this initiative will be shared with all schools in the Netherlands.
SLO is working on developing goals/a possible curriculum on digital competences, including programming/computational thinking. In general, there is
a lot of development in this area and numerous other initiatives such as CoderDojos, StichtingCodeUur, Codkinderen.nl, Codeklas,nl and MakerEd.nl.

67

Norway

Slovakia

Some schools offer programming as an after-school activity. Interesting

initiatives are in particular Lr kidsa koding (Teach kids to code) and
Kodeklubben (Code Club). Teach kids to code is a volunteer network
of enthusiasts who aim to ensure that all children have the opprtunity to
learn programming. The network consists of schools, the government, IT
companies, libraries and universities and has several international partners,
such as code.org and Code Club. It provides resources for teachers who
want to start teaching programming, including how coding can be included
in the existing curriculum (i.e. mathematics). Kodeklubben is a Norwegian
version of the British initiative, run by Lr Kidsa koder. It offers readymade teaching plans which can be used by enthusiasts who want to start a
local code club. The idea behind Kodeklubben is that volunteers with programming experience teach kids to code during or after school hours. Many
schools have already started teaching programming to kids as part of the
optional subject Technology in Practice (lower secondary school), or as
part of mathematics, natural science, etc. Kodeklubben have an overview of
material that can be used to teach and learn coding, including a list of material translated into Norwegian. Several libraries have built maker spaces and
offer programming courses.

The Institute for In-Service Teachers education MPC provides education

and training in the field of Digital Technologies and ICT. MPC provides
continual education for educators and professional staff of schools for the
whole country. In addition, MPC, the Ministry of Education, schools and
universities offer teaching and learning resources.

Spain
The Ministry of Education offers at national level various forms of training
for teachers at all educational stages, for instance the online course De
espectador a programador or the face-to-face course Conecta el mundo
fsico y digital programando. Moreover, the Autonomous Communities of
Andaluca, Castilla-La Mancha, Catalua, Comunidad Valenciana, Galicia,
La Rioja, Madrid and Navarra offer their teachers training-related coding. In
addition, several initiatives to support teaching and learning coding exist.

68

Poland
In Poland, the Ministry of Education no longer organises teacher training.
However, universities, non-public organisations and local training centres
offer training, some of it funded by EU grants. There are initiatives run by
non-governmental organisations, private companies, and private people,
e.g. Baltie, The Hour of Code, The Bebras Competition, and The Masters
of Coding (Samsung). Most of them are available through educational coding platforms and provide learning and teaching materials for students and
teachers. Moreover, school pilots will be proposed by local governments
and supported by EU grants.

Portugal
The Ministry of Education organises and promotes several initiatives either directly or through teacher training centres and other partners, such
as courses on Coding in primary school (Computational Thinking, Learning Scenarios, KODU), the Scratch community, Scratch day, Code week,
Coding and Robotics Clubs, workshops and conferences. The aim is to
have teachers and students engaged in this area. In the next school year
201/2016, 1,950 primary schools will be involved with about 37,000 students in a coding pilot. The Ministry of Education has invited all Portuguese
schools to participate in the project with their 3rd and 4th graders (8-10
years old).

69

UK (England)
In 2014-15, the Department funded projects to the value of 3.5 million to
help train and support teachers to deliver the new national curriculum in
computing. In 2015-16, the department is providing further funding (between 700,000 and 1.2m) to the British Computer Society to develop the
Network of Excellence and the Master teachers scheme. Master teachers
of computing will be trained and will then train other teachers across primary and secondary schools. This scheme will become self-supporting. The
development of resources for primary teachers (Barefoot computing) is also
funded. Moreover, there are a number of non-governmental organisations
that run programmes designed to engage young people. Good examples
of these are the Code Club, CoderDojo, Computer Clubs for Girls and the
Young Rewired State. There are a number of projects, both funded by the
Department for Education, industry and others to produce resources for
teachers. An example of this is the matched funding programme which has
produced a number of public/private joint funded programmes.

10. Collaboration with key

stakeholders in the field
As described in the previous section, developing coding skills for teachers
and students often needs to be done in partnership with other bodies and
also depends on active pioneer schoolteachers. This reflects the shared
interest in ensuring that skill levels in this field match the aspirations and
needs of society and industry over the coming decades. 13 countries (AT,
BE (NL), BG, FR, EE, ES, IL, IE, LT, PL, PT, SK, UK (England)) reported on
their collaboration with a variety of key stakeholders in the field through
mechanisms such as industry partnerships, sector organisations, teacher
and subject associations, computer society clubs, IT/media literacy foundations and through activities to raise awareness (e.g. campaigns, competitions and media coverage). Finland also plans to collaborate with other
stakeholders.
Austria: In some regions, Technical colleges are working in cooperation with
industry, together with the Federal Ministry of Education and Womens Affairs.
Belgium Flanders: Collaboration activities with the main actors in the field
are already taking place, e.g. voluntary STEM academies like CoderDojo,
coding clubs and technology labs, NGOs like i22nn Technopolis, the National Science Academy and the National and Regional Chamber of Engineers, teacher training institutions and the Knowledge Centre for Media
Literacy and with libraries (as part of the general Media Literacy Policy).
Bulgaria: The Ministry of Education and Science organised a National Olympiad and tournaments in informatics, in partnership with the Union of
Bulgarian Mathematicians.
Czech Republic: In 2014, the Ministry of Education officially supported/
endorsed the Codeweek activities in the Czech Republic.

70

71

Estonia: Cooperation between schools, universities, companies and employers organisations is encouraged and supported.
France: Following a call for projects on entrepreneurship (investissements
davenir), four projects focusing on coding have been selected.
Ireland: Two writers were commissioned by the National Council for Curriculum and Assessment (NCCA) to write the coding course. These writers
were guided by NCCA executive offers, the NCCAs internal Board for Junior
Cycle (which is made up of representative groups), some consultative focus
groups, and finally by a wider public consultation process. The PDST Technology in Education has also collaborated with the Irish software engineering research centre Iero for the design of Scratch courses for teachers
(online and face to-face courses).

UK (England): The Department of Education provides support via bundling

forces with other organisations working in this area, often in partnership with
industry. Professional bodies such as the British Computer Society, Computing
at School and NAACE provide resources and training packages for teachers.
A number of universities, e.g. Oxford University, Queen Marys University London, Hertfordshire, Northampton, Edge Hill and Oxford Brookes Universities
have also developed teaching resources and training packages for teachers.

Israel: High-tech companies support projects that help to update curricula.

Lithuania: The Ministry of Education collaborates with different stakeholders: teacher development seminars (educational centres, universities), students non-formal education institutions (correspondence schools, clubs).
Poland: The Council for Informatisation of Education is an advisory board to the
Ministry of Education. The Council works on various topics related to informatics and computer science education in Poland, such as educational standards,
strategic documents and e-textbooks, and has recently proposed a new national
curriculum for computer science education for all school levels in Poland.
Portugal: The Ministry of Education works, through partnerships, with different academic and industry stakeholders.
Spain: The Ministry of Education promoted the CodeWeek in Spain, along
with the initiative Programamos.

72

73

REFERENCES
Balanskat, A. & Engelhardt, K. (2014): Computing our Future: Computer
programming and coding - Priorities, school curricula, and initiatives across
Europe. European Schoolnet http://www.eun.org/c/document_library/get_
file?uuid=521cb928-6ec4-4a86-b522-9d8fd5cf60ce&groupId=43887
Berry, M (2013): Computing in the national curriculum: A guide for primary teachers. NAACE http://www.computingatschool.org.uk/data/uploads/
CASPrimaryComputing.pdf
Calao, L.A., Moreno-Leon, J., Ester Correa, H. & Robles, G. (2015): Developing Mathematical Thinking with Scratch: An Experiment with 6th Grade
Students. http://jemole.me/replication/2015ectel/CodeMath_Draft.pdf

Moreno-Len, J, Robles, G & Romn-Gonzlez, M (2015): Dr. Scratch:

Automatic Analysis of Scratch Projects to Assess and Foster Computational
Thinking. http://www.um.es/ead/red/46/moreno_robles.pdf
Stanford (2013), Curriculum Guidelines for Undergraduate Degree Programs in Computer Science Computer Science Curricula The Joint Task
Force on Computing Curricula, Association for Computing Machinery (ACM)
IEEE Computer Society.
Syslo, M. & Kwiatkowska, A.B. (2015): Introducing a New Computer Science Curriculum for All School Levels in Poland, presented at ISSEP 2015 in
Ljubljana, published in LNinCS, Springer Verlag, 2015.

Catania, J. (2014): Computing as a Core Entitlement. Maltese Ministry of

Education and Employment Department of eLearning (DeL) and Department of Curriculum in the Directorate of Quality and Standards in Education
(DQSE)
European Commission (2015): Communication from the Commission to
the European Parliament, the Council, the European Economic and Social
Committee and the Committee of the Regions. Draft 2015 Joint Report of
the Council and the Commission on the implementation of the Strategic
framework for European cooperation in education and training (ET2020).
COM(2015) 408 final
Ferrari, A. (2013): DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe, Joint Research Centre of the European
Commission
Gow, P. (2015): Teaching Computer Programming is back. Why now? A new
culture of coding.

74

75

11. Annex I Terms used for

coding at national level
TERM USED

COUNTRY

Only at Technical colleges Informationstechnologie (HTL):

Subject Softwareentwicklung: software development,
systemtechnics, networktechnics, project management etc.

AT

http://www.htl.at/fileadmin/content/Lehrplan/HTL_VO_2011/BGBl_
II_Nr_300_2011_Anlage_1_5.pdf

In the Frame Curricula, subject ICT: Programming (ENG)

programozs (HU)

HU

Coding (ENG)

IE

Algorithmic applications and algorithms (ENG)

IL

Programming Fundamentals, Programming (ENG)

Programavimo pradmenys, Programavimas (LT)

LT

Coding = general English term

MT

Programming (ENG) programmering (NO)

NO

In the National Core Curriculum: Algorithm design (ENG)

algoritmizl (HU), data modelling (ENG) adatmodellezs (HU)

Programming = commonly used for higher level syntax basic

coding [Computational Thinking]

Computational thinking and programming: To be able to define a

set of instructions to reach a given goal from a given starting point;
to be able to write a concrete set of instructions for a computer to
let the computer execute a certain task (ENG).

BE (NL)

Informatics (ENG) (BG)

BG

Coding (ENG) coderen (NL)

Computational thinking (ENG)

CZ

Computational thinking as a term is used a lot as well, so far there

is not a real Dutch language term for this.

Programming (ENG) Programmering (DK)

DK

Programming (ENG) programowanie (PL)

Coding (ENG) koding (NO)

The terms programming and coding are used somewhat

interchangeably. The terms have not yet been defined for the
school curriculum, but the general meaning is the same as for the
corresponding English terms.

Computationeel denken en programmeren: een reeks instructies

kunnen definiren om vanaf eenbeginpunt een bepaald doel te
bereiken, een concrete verzameling instructies voor een computer
kunnen schrijven zodat de computer de taak uitvoert (NL).

NL

Programming (ENG) programmeren (NL)

PL

(Computer) programming (ENG) programowanie komputerw (PL)

Programming (ENG) programmeerimine (EST)

EE

Technology education (ENG) tehnoloogiaharidus (EST)

(1) analysis of a problem situation;

Technology literacy (ENG) tehnoloogiline kirjaoskus (EST)

(2) designing an algorithm and data structure;

Digital competence (ENG) digipdevus (EST)

Programming, algorithmic and robotics (ENG) Programacin,

algoritmica and robtica (ES)

(3) checking the correctness of the algorithm;

ES

(4) implementation of the algorithm;

(5) program testing and verification;

(6) extensions and applications.

So far, coding has been integrated into other subjects, e.g.

Mathematics or Technology. The curriculum refers to these
contents as Programming, algorithmics and robotics.
Programming (ENG) Ohjelmointi (FI)

FI

Coding (ENG) Codage (FR)

FR

76

Computer programming is a part of the problem-solving process

with a computer which involves:

Computing Environment Exploitation (ENG)

PT

Computer programming and coding (ENG) potaov

programovanie a kdovanie (SK)

SK

Computer programming, object programming, coding, encryption,

algorithmic thinking, algorithmic problem solving

77

12. Annex II Digital

Competence plans

13. Annex III Curriculum

integration

AT

www.digikomp.at

DK

2014

BE (NL)

http://onderwijs.vlaanderen.be/onderwijspersoneel/van-basis-totvolwassenenonderwijs/op-het-werk/lespraktijk/leermiddelen-enprojecten/ict-in-de-klas

ES

Coding has been introduced in the curriculum this very school year
for the whole country in an optional subject in Upper Secondary
Education and also in 3 Autonomous Communities, in Primary
education in one case (Navarra) and in Lower Secondary Education
in the other two (Madrid and Catalua).

BE (FR)

http://www.enseignement.be/passeporttic

CZ

http://www.msmt.cz/ministerstvo/strategie-digitalniho-vzdelavanido-roku-2020

DK

http://www.emu.dk/modul/it-og-medier-vejledning

EE

HU
https://www.hm.ee/en/estonian-lifelong-learning-strategy-2020
(digital focus)

1995

IE

2014

ES

http://educalab.es/

IL

1976

FR

http://eduscol.education.fr/pid26435/enseigner-avec-lenumerique.html

LT

Since 1986, Foundations of Computer Science and Computer

Engineering;

IL

http://cms.education.gov.il/EducationCMS/UNITS/MadaTech/csit

LT

http://www.smm.lt/web/lt/lawacts/view/item.715/type.custom

MT

Coding has been part of the curriculum (in an optional computing

subject) since its inception in 1997

MT

http://curriculum.gov.mt/en/resources/the-ncf/pages/default.aspx

PL

NL

https://www.rijksoverheid.nl/onderwerpen/onderwijs-2032/inhoud/
toekomstgericht-curriculum

Since the subject called informatyka was introduced to formal

education 1985

PT

September, 2012

SK

Approx. since 1990 / From the 5th grade Lower secondary

education (age 10 - 11), as a part of the subject Informatics.
Subject Computer programming, Coding as an optional subject
at many Gymnasiums, or as a part of different specialised subjects
at some Vocational and secondary schools. Subject called
Computer Technology was compulsory in Slovakia at some school
already in 1984.

UK (ENGL AND)

September 2014

FR

NO

http://www.udir.no/Stottemeny/English/Curriculum-in-English/_
english/Framework-for-Basic-Skills/

PT

http://www.dge.mec.pt/educacao-para-os-media

UK (ENGL AND)

https://www.gov.uk/government/publications/national-curriculumin-england-computing-programmes-of-study

78

The new curricula for school (primary education and lower

secondary education) will be published in September 2015 and
implemented in September 2016. The should include coding
for children from their 3rd year of primary education (age 8) and
students in lower secondary education

Since 1999, Informatics;

Since 2002, Information technology

79

14. Annex IV Links to

initiatives supporting teaching
and learning coding

P
 rogramming courses for IT teachers organised by universities
or non-profit organisations, such as:
http://tib.cz/tvorivyucitel/obsah.htm

http://projekty.upce.cz/bravo-ii/akce/irer-seminar-programovani.html
Textbook Computing for All (Informatika pro kadho)
Robotic activities

Robosout FEL VUT

Robotick den MFF UK

First Lego League

AUSTRIA

www.digikomp.at

BELGIUM
FL ANDERS

www.i22n.org : advocacy and awareness rising

teachers of ICT and computer science (NGO Union

Networking

of Informaticians in Education Jednota skolskych informatiku)
ESTONIA

Pelgulinna Gymnasium

www.stem-academie.be/ : course, activities, coaching for schools

Gustav Adlof Gymnasium

www.klascement.be : educational repository with about 132

learning objects

Lillekyla Gymnasium

Teacher networks, Facebook groups. Examples:

www.kvab.be : advice and advocacy

BULGARIA

Informaatikapetajate FB kogukond (Informatics)

M-ppe kogukond FB-s (mobile learning)

INFOS platform

Hariduslikud mngud (educational games)

Telerik Kids Academy

3D printerid Eesti koolides (3D printers)

Bulgarian Scratch society

CZECH
REPUBLIC

Eesti Kodu Game Lab kogukond (KODU Game lab)

Raspberry Pi Eesti (Raspberry Pi)

Codeweek.cz

The Look@World Foundation organises extracurricular activities for

children.

Summer schools and programming courses students:

Codecamp.cz focus on programming

Letn kola IT VUT (CTU IT Summer School)

FINL AND

L
 etn kola IT pro dvky ze S (IT Summer School for
Secondary School Girls) (Czechitas)

L
 etn kola IT pro dvky (IT Summer School for Girls) (FIT VUT
in Brno)
Programming courses aimed at girls Czechitas.cz

Competitions, e.g.:

Beaver of Informatics (Bobk informatiky)

C
 ompetition for upper secondary schools in programming
(Sout v programovn S - vy programovac jazyky)
 altk Creative Computing competition (Sout tvoiv
B
informatiky Baltk)

http://www.koodikerho.fi
www.koodi2016.fi

www.koodaustunti.fi
FRANCE

Competitions Dcouverte du codage des object numriques,

tangara

IREL AND

Scoilnet

LITHUANIA

Jaunj programuotoj mokykla

Microsoft programming academy

Programming courses for gifted students

School-based projects and school blogs. Examples:

Robotikos akademija

Ivairios privaios neformalaus ugdymo mokyklos

Junior internet

80

81

NETHERL ANDS

CoderDojos in a several cities.

SPAIN

Stichting CodeUur gives guest lessons at schools.

Programamos: non-formal training

S
 everal libraries or library organisations have started so called
Maker buses, mobile fab labs which also offer programming to
schools.
Codekinderen.nl: website created by Kennisnet that offers an
overview of tools and guidance for schools that want to teach
programming.

Codeklas.nl: book with practical examples for schools.

M
 akerEd.nl: platform created by Dutch Maker Education
forerunners where teachers share their experiences with
(amongst other things) programming in education.

Kennisnet shares information through articles, flyers, posters and

booklets on this subject at: https://www.kennisnet.nl/digitalevaardigheden/programmeren-maken/
NORWAY

Examples of other initiatives to support teaching and learning

coding are:
Community Cdigo21
Initiative CodeMadrid

Programme mSchools
UK (ENGL AND)

Code Club

CoderDojo

Computer Clubs for Girls

Young Rewired State

K
 odeklubben (Code Club) resources for learning to code:
http://kodeklubben.no/

List of teacher plans and teacher blogs related to teaching

coding in school from Lr Kids Koding:
http://www.kidsakoder.no/skole

N
 orwegian Centre for ICT in Education offer a web portal for
teachers to share teaching plans and experiences with coding:
https://iktipraksis.iktsenteret.no/tema/koding-i-skolen
POL AND

Baltie environment used in some schools;

The Hour of Code (http://godzinakodowania.pl/)

The Bebras Competition (in November each year)

The Masters of Coding (Samsung) in K-9

Olympiads in Informatics for middle and high schools;

Several local and regional competitions on programming in

various environments (Logo, Python, Scratch, Pascal,
European Coding Week
PORTUGAL

Several initiatives and contests, especially in the robotics area:

Scratch community

http://www.roboparty.org/

http://robotica2015.utad.pt/pt-pt/

P
 articipation in the last World Championship of Robotics in
China with four teams, with excellent results:
http://www.robocup2015.org/

82

83

15. Annex V Country codes

AT

Austria

BE (FR)

Belgium Wallonia

BE (NL)

Belgium Flanders

BG

Bulgaria

CZ

Czech Republic

DK

Denmark

EE

Estonia

ES

16. Acknowledgements
European Schoolnet would like to thank all Ministries of Education, organisations nominated to act on their behalf and experts that provided information for this report.
COUNTRY

ORGANISATION

AUSTRIA

Federal Ministry of Education and Womens Affairs

BELGIUM
FL ANDERS

Flemish Ministry of Education & Training

Spain

BELGIUM
WALLONIA

Ministre de la Fdration Wallonie-Bruxelles/Service gnral du

Pilotage du Systme ducatif/Direction Enseignement.be

FI

Finland

BULGARIA

Ministry of Education

FR

France

HU

Hungary

CZECH
REPUBLIC

Dm zahranin spoluprce (Centre for International Cooperation in

Education, DZS)

IE

Ireland

DENMARK

National Agency for IT and Learning, Ministry of Education

IL

Israel

FINL AND

LT

Lithuania

Finnish National Board of Education

MT

Malta

FRANCE

Ministry of education, higher education and research

NL

Netherlands

HUNGARY

Educatio Public Services Non-profit LLC

NO

Norway

ESTONIA

Information Technology Foundation for Education (HITSA)

PL

Poland

IREL AND

PT

Portugal

Department of Education and Skills

SK

Slovakia

ISRAEL

Ministry of Education

UK (ENGL AND)

United Kingdom (England)

LITHUANIA

Education Development Centre

84

85

MALTA

Ministry of Education and Employment, Malta Information

Technology Agency

NETHERL ANDS

Kennisnet Foundation

NORWAY

Norwegian Centre for ICT in Education

POL AND

Ministry of National Education

PORTUGAL

Directorate-General for Education

SLOVAKIA

Institute for In-Service Teachers Education and Training

Metodicko-pedagogick centrum (MPC)

SPAIN

Ministry of Education, Culture and Sport

UK (ENGL AND)

Department for Education

86

Notes

87

Computing
our future
Computer programming and coding
Priorities, school curricula and initiatives
across Europe

www.europeanschoolnet.org
http://eskills4jobs.ec.europa.eu
www.allyouneediscode.eu